-^•;;t^n.v>:^« 


MUSIC  COURSE 


««l 


JmARAVONiqL 
J*  PRIMER  *' 


PLEYi 


AMERICAN  •  BOOK-  COMPANY 
NEW  YORK  •  CINCINNATI  •  CHICAGO 


Southern  Branch 
of  the 

University  of  California 

Los  Angeles 

Form  L-l 

KIT 


©$5 


This  book  is  DUE  on  the  last  date  stamped  below 
JUL  -     19JJ 
JUL  1  4  1943 
NOvH  1947 

FEB  6     195b 


i  nm 


RETD  BOOK  BO* 
JUN17I964 


Natural  Music  Course 


HARMONIC  PRIMER 


BY 

FREDERIC    H.    RIPLEY 

PRINCIPAL   OF   THE  PRINCE   SCHOOL,    BOSTON 
AND 

THOMAS    TAPPER 

LECTURER   ON   MUSIC   AT   THE   INSTITUTE   OF   MUSICAL   ART 
OF   THE  CITY  OF   NEW   YORK 


47201. 

NEW  YORK  .-.  CINCINNATI  .-.  CHICAGO 

AMERICAN    BOOK    COMPANY 


Copyright,   1902,  1903,  by 
FREDERIC    H.   RIPLEY  and  THOMAS   TAPPER 


Entered  at  Stationers'  Hall,  London 
Harmonic  Primer 

E-  p      6 


r  p.  4$  H 

PREFACE 


To  arouse  and  to  cultivate  the  child's  aesthetic  nature,  and  to  create 
in  him  a  love  for  the  good,  the  true,  and  the  beautiful,  is  the  main  object  of 
art  study  in  elementary  education ;  but  if  the  effort  in  music  stops  with  the 
mere  elementary  steps,  if  we  are  to  depend  upon  what  he  merely  hears  and 
repeats  from  memory,  we  miss  the  greatest  value  in  the  work.  While  the 
child  is  living  in  his  senses  we  must  take  advantage  of  his  love  for  simple 
music  to  induce  him  to  master  those  elements  of  notation  which  will 
enable  him  to  extend  his  study  into  wider  and  wider  fields,  and  to  acquire 
elements  of  power  which  will  continue  'to  develop  during  his  whole  life. 

We  must  train  his  ear  not  simply  to  hear  but  to  discriminate.  We  must 
train  his  mind  not  only  to  receive  impressions,  but  also  to  create  and  express, 
that  the  creations  of  his  own  brain  may  find  a  place  among  the  thoughts  of 
other  men.  Therefore  with  the  rote  songs  we  present  matter  for  use  in  the 
cultivation  of  the  ear  in  the  perception  of  tone  relation,  and  for  the  culti- 
vation of  the  eye  in  the  mastery  of  symbols. 

The  work  is  so  arranged  as  to  call  into  activity  every  power  of  the 
mind,  and  at  the  same  time  it  is  so  carefully  graded  that  the  child  and  his 
teacher  experience  the  keenest  pleasure  not  only  in  the  daily  recitation, 
but  in  the  consciousness  of  growing  power,  of  higher  appreciation,  and  of 
purer  enjoyment. 

This  book  is  intended  for  use  in  the  second  and  third  years  in  school. 

The  group  of  rote  songs  constituting  Part  I.,  with  which  the  book 
opens,  is  simply  a  reservoir  from  which  the  teacher  may  draw  for  supple- 
mentary material.     The  Rote  Song  Book  may  be  used  in  the  same  way. 

Part  II.  contains  the  training  for  the  second  year. 

Part  III.  is  intended  for  the  third  year's  development. 

Chart  B  of  the  Natural  Course  in  Music  is  to  be  used  with  Part  II. 
and  Chart  C  with  Part  III. 

(3) 


4  PREFACE. 

Certain  parts  of  the  work  depend  for  success  almost  entirely  upon  the 
repetition  of  type  forms.  That  is,  in  ear  training  it  will  be  found  necessary 
to  repeat  certain  simple  tone  combinations  till  they  are  entirely  familiar 
to  the  slowest  pupils.  This  fact  will  account  for  the  reappearance  of 
the  simplest  elements  at  different  points  in  the  work.  The  awakening 
of  the  power  of  the  mind  involved  in  musical  development  varies  as  to 
time  and  condition  very  widely ;  hence  it  is  that  a  few  bright  pupils  become 
leaders  and  perform  for  the  entire  class.  This  fact  is  another  reason 
for  urging  the  teacher  to  devote  a  few  moments  to  simplest  thoughts, 
with  every  recitation. 

v  The  written  dictation  and  the  suggestions  for  individual  work  are 
intended  to  make  the  music  lesson  a  matter  of  individual  interest,  as  well 
as  a  profitable  class  exercise. 

The  vocal  exercises  for  phrasing  and  control  of  the  breath,  beginning 
with  the  very  simplest  form  of  exercise  in  this  book,  extend  through  the 
entire  course,  and  include  selections  from  the  best  known  vocal  culturists 
in  the  world. 

The  authors  desire  to  express  their  thanks  to  those  who  have  assisted 
in  testing  this  book ;  and  to  Mrs.  Emma  A.  Thomas,  Supervisor  of  Music, 
Detroit  Public  Schools,  for  permission  to  use  selections  from  the  book 
"  Song  Stories  and  Songs  for  Children." 


PART  I. 
Introductory  Songs. 


13" 


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The      earth      is        the     Lord's,  And       the        ful  -  ness    there  -  of. 


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Blow      high !  Blow       low !      See     the  storm  -  y    March  wind     go  ! 


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Down   and    up,       Up     and  down,    See     the  mead-ows  bare  and  brown. 


SEPTEMBER. 


H.  H.  Jackson. 


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1.  The      gold  -  en   -  rod       is         yel    -    low,    The    corn      is      turn  -  ing 

2.  From     dew  -  y      lanes     at      morn   -   ing     The  grape's  sweet    o  -  dors 

3.  By        all    these  love   -  ly        to    -    kens,    Sep  -  tem  -  ber    days    are 


2 


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brown ;     The  trees     in     ap  -  pie     or  -  chards  With  fruit  are  bend  -  ing  down, 
rise  ;  At  noon  the  road-sides  flut   -    ter   With  yel  -  low  but  -  ter  -  flies, 

here.       With  sum-mer's  best  of  weath  -  er     And   au-turon's  best  of  cheer. 


(5) 


PLEASANT    THIK3S. 


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1.  If      a   -  ny  -  thing  you  chance  to    hear    A  -  bout  some  one  you  know, my 

2.  But  if     you  some-thing  pleasant   hear    A  -  bout  some  one  you  know, my 


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dear,  Do  not,    I    pray  you,    it     repeat  When  you  that  someone  chance  to  meet. 
dear.Make  haste, to  make  great  haste  'twere  well, To  her  or  him  the  same  to  tell. 

FAIRY   BOWER. 


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1.  I'd         be         a         but   -   ter   -   fly,    born       in  a 

2.  I'd        be        a        but  -  ter  -  fly,    born       in         a 


bow'r, 
rose, 


Where 
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ros     -    es        and        lil    -   ies       and         vi     -     o 
beam  -  ing      bright  sun  -  shine    wher  -  ev    •    er 


let? 
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meet, 
goes. 


Nursery  Rhyme. 


BY-LO. 


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1.  By   -    lo,    Ba 

2.  By   -    lo,    Ba 


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by    Bunt  -  ing  ! 
by    Bunt  -  ing! 


Pa  -  pa's   gone       a  -  hunt   -    ing ; 
Pa  -  pa's   home  from  hunt   -   ing ; 


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Mam-ma's  gone  to     get       a   skin     To  wrap  her    Ba  -  by  Bunt  -  ing    in. 
Mam-ma   has       a     wool  -  y  skin     To  wrap  her    Ba   -  by  Bunt  -  ing    in. 


GO   TO   SLEEP,  DOLLY. 


S.  L.  F. 


S.  L.  F. 


1.  Go        to    sleep,  Dol  -  ly,     Now     go         to    sleep,  dear;     While       I      am 

2.  When   you  are       rest  -  ed,       A      walk     Ave     will     take,       And         I     will 


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with     you  there's  noth  -  ing      to      fear, 
buy      you       a       nice      lit  -    tie     cake. 


All        is      so      qui    -  et,       no 
So        cud  -  die    down  and      my 


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sound    you  will  hear ;       Go       to  sleep,  go 
lull   -  a  -  by    hear;      Go       to  sleep,  go 


to  sleep.Dol  -  ly,    my   dear. 
to  sleep, Dol  -  ly,     my   dear. 


PUSSY   WILLOWS. 


F.  J.  St.  John. 


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1.  See      the     pret  -  ty      puss  -  y      wil  -  lows, From  their  hous  -  es  brown ; 

2.  You    are     wel  -  come,  puss,  -  y      wil  -  lows,    In     your      sil  -  v'ry  gown, 


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All       the  win   -  ter     they've  been  sleep  -  ing       In     their   beds      of     down. 
For      your  smil  -  ing,    cheer  -  ful     glan    -  ces      Ban-    ish    win-   ter's  frown. 


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Now  the  warm  spring  sun-shine  bright  -  ens  Earth  and  sea  and  skies, 
Hark !  I  hear  a  blue  -  bird  sing  -  ing  In  his  joy  -  ous  flight, 
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Soft  -  ly      call  -  ing,'4  Wake, dear  puss -ies,       It        is      time      to      rise.' 
And     the      cro  -  cus  -    es       are  spring  -  ing     Up  -  ward     to      the     light. 


THE    SWING. 


,  Robert  Louis  Stevenson. 


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Up       in      the      air 

Till       I      can      see 

Down  on     the     roof 


so       blue?  Oh,     I       do   think    it's    the 

so       wide,  Riv  -  ers     and    trees    and 

so       brown,  Up      in      the      air      I       go 


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pleas  -  ant  -  est     thing,  Ev   -    er 

cat  -   tie      and       all  O  -    ver 

fly   -  ing       a   -   gain,  Up       in 


a       child       can         do. 
the      coun  -   try     -     side, 
the       air         and         down. 


A   BIRD   SONG. 


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hop; 


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go   -  ing      to      the    win  -  dow,  To     say,  How    do     you      do  ?    But     he 


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tie      tail,       And     far 


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PRELIMINARY    STEPS. 

1.  Every  music  lesson  should  contribute  something  to  the  child's 
stock  of  musical  ability.  He  should  hear  better,  think  better,  sing  better, 
and  see  better  for  having  had  it.  This  means  that  the  work  divides  into 
distinct  departments,  each  having  for  its  object  the  cultivation  of  some 
power  which  is  a  necessary  constituent  of  the  perfect  development  of  life. 

2.  The  instrument  to  be  used  in  the  work  is  the  voice,  and  this  is  to 
be  guided  by  the  ear ;  hence  we  begin  every  lesson  with  a  vocal  drill  which 
is  also  an  ear  training  exercise.  The  ear  training  soon  becomes  a  promi- 
nent feature,  eye  training  is  added,  and  by  gradual  progress  we  presently 
exercise  all  the  mental  powers,  but  chiefly  perception,  memory,  and  judg- 
ment. But  in  all  of  this  the  pleasurable  nature  of  the  exercise  relieves 
it  from  irksomeness  and  heightens  its  educational  value. 

The  Scale. 

3.  The  rote  work  (pages  5  to  8)  includes  several  scale  songs.  When 
the  children  sing  the  scale  songs  freely,  teach  the  scale  as  a  melody,  and 
give  the  syllable  names  to  the  tones ;  thus,  sing :  — 


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Do,        ti,         la,        sol,        fa,        mi,        re,        do. 

4.  Teach  the  scale  downward,  because  experience  shows  that  that 
method  brings  the  head  tones  into  use,  and  avoids  all  danger  of  injuring 
the  voice.  It  also  gives  the  child  a  greater  range  and  produces  a  purer 
and  more  musical  tone. 

5.  It  is  well  to  start  with  E  flat  instead  of  C  when  teaching  the  scale, 
if  the  teacher's  voice  is  sufficiently  high. 

6.  Daily  Vocal  Drill.  —  When  the  scale  is  sung  freely  and  the  syl- 
lables are  mastered,  use  the  scale  for  the  opening  vocal  drill,  before  singing 
the  rote  song ;  but  add  to  the  singing  by  syllables,  singing  with  loo,  boo,  o, 
a,  and  other  vowel  and  consonant  combinations. 


10 


PRELIMINARY    STEPS. 


The  Next  Step ;  Ear  Training. 

7.     We  wish  to  gain  from  the  scale  a  more  definite  mental  effect.     To 
do  this  we  require  the  children  to  sing  up  one,  for  example,  from  C :  — 


3 


E# 


Do,  re, 

and  holding  the  tone,  Re,  to  call  it  Do,  thus : 


I 


lf» 


I 


re  o     -      do. 

then  to  sing  the  scale  down  from  the  new  pitch,  thus :  — 


I       *        .» 


:»- 


I 


8.  What  the  Children  feel.  —  The  children  get  a  distinct  impression 
of  the  character  of  the  scale  when  they  make  this  change,  and  though 
nothing  is  said  to  them  about  it,  the  fact  is  they  feel  the  difference  in 
effect  melodically  between  a  major  and  a  minor  second.  They  sing  up  — 
Do  —  Re  — ,  Re  becomes  Do,  and  when  they  start  down  they  sing  Do  — 
Ti  —  and  the  mental  impression  becomes  very  vivid. 

9.  Foundation  for  Chromatics.  —  Thus  in  the  very  beginning  we  lay 
the  foundation  for  a  tone  discrimination  that  will  make  chromatic  combina- 
tions seem  familiar  at  once. 

10.  The  Scale  from  Other  Pitches.  —  Having  mastered  this  step,  sing 
Do,  Re,  Mi,  hold  Mi,  change  to  Dc    and  sing  down,  thus  :  — 


* 


a        & 


m 


m 


II 


Do,       re,      mi  -  i  -   o  -  do, 


PRELIMINARY  STEPS.  II 

11.  The  Daily  Vocal  Drill  now  consists  of  the  scale  from  three 
pitches.  It  should  be  sung  with  great  care  and  tested  with  a  chromatic 
pitch  pipe.  On  changing  the  scale  from  one  pitch  to  another,  the  pipe 
should  not  be  used  until  the  change  has  been  made. 

Perception  of  Descending  and  Ascending  Scale  Successions. 

12.  Immediately  upon  the  mastery  or  even  partial  mastery  of  the 
previous  step,  the  children  should  be  trained  to  perceive  whether  the  suc- 
cession of  tones  is  descending  or  ascending.     The  teacher  sings :  — 


I 


¥ 


II 


and  says  "  What  did  I  sing?"  The  children  reply,  "The  scale."  Then 
she  calls  attention  to  the  fact  that  she  sang  down.  Then  she  sings  the 
scale  up :  — 


I 


II 


and  draws  from  the  children  the  fact  that  the  succession  of  tones  in  this 
case  is  said  to  progress  from  lower  to  higher,  or  upward.  Having  established 
the  idea  of  descending  and  ascending  successions,  she  gives  daily  dictation 
exercises,  singing  the  tones  with  loo  and  asking  the  children  to  tell  in 
what  direction  the  tones  progress. 


Illustrations  of  the   Kind  of  Exercises  to  Use. 


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12  i'UKLIMlNARY   STEPS. 


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10  11  12  13 


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13.  In  these  exercises  it  will  be  noticed  that  the  succession  at  first 
is  long,  including  the  entire  scale,  and  that  it  continues  in  one  direction 
to  the  end ;  that  as  the  exercises  progress  they  become  shorter  and  also 
progress  down  and  up  or  up  and  down  in  the  same  example.  This  illus- 
trates the  line  of  development,  and  shows  that  the  advancement  is  in  the 
line  of  fewer  and  fewer  tones  until  a  succession  of  only  two  tones  is 
heard  —  this  being  the  point  of  greatest  difficulty.  When  the  children 
readily  distinguish  between  Do,  Re  and  Do,  Ti,  the  work  is  well  advanced. 

Oral  Dictation. 

14.  Having  established  the  power  to  discriminate  between  descending 
and  ascending  successions,  the  teacher  extends  the  child's  power  to  hear 
and  to  discriminate  till  he  can  tell  not  only  in  what  direction  the  succession 
progresses,  but  what  the  tones  used  are.  That  is,  after  the  teacher  has 
sung : — 


i 


i^*— *-n 


Loo,      loo,       or         Loo,      loo. 

using  the  syllable  loo  or  a,  she  asks  the  children  to  sing  the  same  exercise, 
naming  the  tones.  If  the  names  of  the  tones  of  the  scale  have  been  well 
fixed,  the  children  will  readily  respond  by  singing  Do,  Ti ;  or  Do,  Re. 

15.  How  the  Exercises  are  Graded.  —  The  difficulty  of  this  exercise, 
like  the  other,  depends  upon  the  number  of  tones  used.  In  the  beginning, 
therefore,  sing  a  succession  sufficiently  long  to  establish  clearly  that  the 
tones  are  a  part  of  the  scale,  and  gradually  introduce  exercises  containing 
but  two  tones.     This  exercise  continues  through  the  entire  course,  and  is 


PRELIMINARY   STEPS. 


13 


developed  so  as  to  include  chromatic  as  well  as  diatonic  intervals,  in  all 
forms  of  meter  and  rhythm. 


Illustrative  Exercises. 
2  3 


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A  careful  study  of  these  exercises  will  make  clear  the  principle 
involved  in  the  development  of  this  work,  and  will  enable  the  teacher  to 
extend  it  indefinitely. 

Written  Dictation. 

16.  Written  dictation  should  follow  immediately  upon  the  establish- 
ment of  ability  to  give  the  simpler  oral  dictations.  In  this  exercise  the 
teacher  calls  upon  the  pupils  to  write  upon  the  blackboard  the  simple 
exercises  which  have  just  been  taken  as  Oral  Dictation. 


14  PRELIMINARY   STEPS. 

The  teacher  draws  a  staff  on  the  blackboard  within  easy  reach  of  the 
pupils,  and  places  the  clef,  the  signature  if  any,  and  also  the  Do  ;  then  she 
sings  a  simple  succession  of  tones  and  calls  upon  the  pupils  to  tell  what 
the  tones  are ;  then,  when  the  tones  have  been  correctly  named,  she  calls 
upon  a  pupil  to  come  to  the  board  and  represent  them  on  the  staff.  Illus- 
tration :  the  teacher  places  clef,  signature,  and  Do,  thus :  — 


I 


on  the  board.     She  then  sings  : 


i 


1 


Loo,        loo,         loo. 
and  the  pupils  immediately  respond  with :  — 


I 


P 


II 


Do,         re,         mi. 

Then  the  teacher  calls  attention  to  the  first  note,  which  she  informs  them 
is  Do.  She  asks  if  the  tones  progress  up  or  down,  and  on  getting  the 
correct  answer  she  asks  a  pupil  to  put  notes  on  the  staff  to  show  what 
tones  were  sung. 

The    effort   of    the    children    will    establish   clearly   every    principle 
involved  in  music    notation.      This    dictation    differs  from  oral    dictation 
(1)  in  having  a  more  frequent  change  in  the  position  of  Do  and  (2)  in 
the  avoidance  of  wide  skips  for  a  longer  time. 


i 


Illustrative  Examples. 
2  3  4 


wmm^m^^m 


^j—Sr-^^''VF^=7r^-Vr^==^=^==^=i^^^^ 


PRELIMINARY    STEPS. 


15 


i 


I 


<& 


II 


y 


^2— «- 


a    g 


p 


g   <?- 


~g      K>     a 


2EI 


iH 


11 


12 


13 


1$ 


1 


I 


II 


? 


g     <g     g 


g 


«? 25T 


-g— <»- 


<l^ 


14 


15 


16 


17 


I 


II 


m 


ii 


i# 


-p — <»- 


<S> ^ g     "     g ^ g 25 g- 


18 


19 


20 


1 


II 


-g—-    p- 


-g ap- 


21 


23 


i 


ii 


II 


s g  * 


g  »  Tg- 


3--g- 


I 


g  g- 


The  teacher  will  readily  perceive  how  the  exercises  may  be  infinitely 
varied,  but  she  must  have  some  definite  point  to  establish  with  each 
lesson.  This  will  be  suggested  to  her  by  the  chart  exercise.  For  instance, 
if  the  chart  exercise  is  a  study  of  Sol,  Sol  may  become  the  center  of 
interest  in  the  dictation  exercise,  and  by  following  in  a  general  way  the 
exercise  on  the  chart  she  will  establish  the  point.  She  should,  however, 
not  be  guided  by  the  position  given  to  Sol  in  the  chart  exercise,  but  should 
vary  the  position  constantly. 

In  a  single  lesson  three  or  four  examples  are  sufficient.  Thus  the 
following  would  be  enough  for  a  single  attempt. 


jr . « .  ii  ^^fljg^^fl^j=BJ5 


I 


-??—*—&• 


16  .  PRELIMINARY   STEPS. 

In  a  few  days  exercises  already  taken  may  be  repeated,  and  with 
greater  benefit  than  when  they  were  first  tried,  as  constant  repetition  and 
perfect  familiarity  with  a  few  simple  forms  are  more  valuable  than  vague, 
indefinite  advanced  work. 

17.  Chart  Work. —  Chart  Series  B  of  the  Natural  Music  Course  should 
be  used  in  connection  with  this  work,  as  a  general  guide  to  the  develop- 
ment of  the  year's  study. 

Metric  Dictation. 

18.  The  ear  must  be  trained  not  only  to  distinguish  the  scale  relation 
of  tones,  but  also  to  recognize  the  movements  which  characterize  the  various 
meters  and  rhythms. 

19.  Meters  and  Rhythms.  —  By  meters  we  mean  the  various  arrange- 
ments of  accents,  as  indicated  by  the  measures  in  the  written  music.  By 
rhythms  we  mean  the  various  arrangements  of  tones  within  the  measures, 
by  means  of  which  motives,  phrases,  and  periods  are  characterized. 

We  first  consider  meter  in  its  two  simplest  forms :  namely,  two  part 
and  three  part. 

A  general  idea  of  meter  must  be  first  established  in  the  child's  mind. 
This  is  done  in  connection  with  the  rote  songs,  and  finally  and  definitely 
by  calling  attention  to  the  accents  in  such  simple  exercises  as  the  scale  and 
diatonic  melodies  derived  from  it. 

20.  How  to  begin.  —  (1)  Sing  the  scale  without  accents,  asking  the 
pupils  to  press  a  finger  on  the  top  of  the  desk  for  each  tone  sung. 
(2)  Sing  the  scale  with  alternate  strong  and  weak  tones,  and  ask  the 
children  to  press  heavily  when  the  strong  tone  occurs  and  lightly  for 
the  weak  one.  (3)  Have  the  children  sing,  accenting  and  marking  the 
accents  with  the  finger.  (4)  The  same  exercise,  but  with  accents  changed, 
as  in  Ex.  3,  on  the  next  page.  (5)  The  same  exercise,  but  applied  to  three 
part  measure,  that  is,  giving  a  strong  accent  to  -the  first  tone,  less  to  the 
second  and  third,  then  giving  a  strong  accent  again  to  the  first  of  the  next 
three,  and  so  on. 


PRELIMINARY   STEPS. 
The  development  of  this  exercise  is  shown  in  the  following : 


17 


i 


i 


ii 


-&■ 19- 


& g- 


-a. — &— 


-& tot 


-fi, — <&- 


i 


-<g gr 


h? g- 


-« g- 


m 


-g* — g- 


-g g- 


s= 


II 


'g — g- 


-^-         -j5t         -S>-        -5--      -*>- 


-^ «?- 


131 


Such  simple  exercises  as  the  above  should  form  a  part  of  each  day's 
oral  drill. 

21.    Written  Metric  Drill When  the  children  readily  distinguish  the 

simple  forms  of  meter  indicated  above,  the  teacher  may  write  diatonic 
successions  on  the  board,  and  after  singing  them  with  strong  accents,  allow 
the  pupils  to  place  the  bars  —  teaching  incidentally  that  the  strongly 
accented  note  comes  after  the  bar.     For  example,  the  teacher  sings  :  — 


II 


o 


II 


and  a  child  places  a  bar  before  each  accented  note,  thus  : 


i 


^ 


II 


It  will  instantly  occur  to  the  teacher  that  this  rule  is  of  limited 
application  in  various  ways ;  for  example,  the  first  accent  is  not  indicated 
by  a  bar — but  this  is  a  matter  that  gives  the  child  no  difficulty,  and  a  word 
of  explanation  sets  all  inquiry  at  rest. 


18 


PRELIMINARY    STEPS. 


This  little  exercise  should  form  a  part  of  every  lesson  till  the  idea  is 
fully  established ;  then  occasional  recurrence  to  it  will  be  sufficient. 


Sample  Exercises. 

2 


H 


fi 


m 


=^P2ES: 


&&=£+—. ^ 


3r± 


-ir± 


I 


aja^s^^^a 


& 


*jt 


t 


In  this  exercise,  tones  which  require  more  than  one  beat  should  be 
represented  as  above,  so  that  the  note  values  will  be  easily  understood.  The 
ties  should  be  put  in  by  the  children  in  accordance  with  the  way  in  which 
the  teacher  sings.  After  the  ties  are  placed,  the  notes  and  ties  may  be 
replaced  by  a  single  note  giving  the  required  value,  and  thus  a  secondary 
but  important  fact  of  notation  may  be  impressed  on  the  mind. 


The  Next  Step. 

22.  The  children  are  now  prepared  to  give  the  scale  relation  of  the  tones 
which  they  hear,  and  to  recognize  meters ;  they  are  also  prepared  to  express 
simple  musical  ideas  in  the  standard  notation,  and  to  interpret  similar 
expressions  at  sight. 

23.  The  Meter  Mark  now  becomes  a  natural  and  simple  means  of  indi- 
cating the  distribution  of  accents.  This  is  important,  as  it  also  requires  the 
child  to  observe  the  kind  of  notes  used,  and  teaches  him  much  that  helps 
rapid  sight  reading. 

24.  Exercise  for  Use  of  Meter  Mark.  —  The  teacher  writes  the  exercise, 
omitting  the  bars  and  meter  signature.  She  then  sings  the  tones,  giving 
very  marked  accents.  The  children  first  place  the  bars,  and  afterwards  from 
an  examination  of  the  measures  select  and  place  the  meter  mark. 


PRELIMINARY    STEPS. 


19 


25.  Names  of  the  Notes.  —  Teaching  the  names  of  the  notes  is  incidental 
to  this  exercise,  and  should  be  done  by  simply  calling  each  note  by  its  cor- 
rect name. 

Sample  Exercises, 
l  2 


i 


i 


-ej      a       f*       &       -g) gt- 


££=i 


*W 


"<fe* 


SP^I 


&==* 


£ 


S 


fct 


^^m 


Rests. 

26.  The  teacher  will  be  guided  by  the  exercises  in  the  book,  and  when 
rests  are  introduced  the  oral  lesson  should  also  contain  rests. 

27.  Use  and  Names  of  Rests.  —  The  use  and  the  names  of  the  rests 
are  incidental  to  their  introduction,  but  great  emphasis  should  be  placed 
upon  the  fact  that  rests  in  music  correspond  to  the  marks  of  punctuation  in 
literature.  They  indicate  the  meaning  and  assist  in  expression ;  but  as  assis- 
tants are  altogether  secondary  —  yet  to  be  regarded  if  an  exact  interpretation 
of  the  thought  is  to  be  given. 

28.  Caution.  —  Never  allow  children  to  say  rest  when  a  rest  occurs  ir. 
the  music,  but  rather  call  attention  to  the  sense  of  the  exercise,  and  show 
that  the  rest  is  a  most  natural  and  necessaiy  thing  at  the  particular  point 
where  it  occurs. 

29.  Exercises  as  Wholes.  —  This  requires  the  teacher  to  present  each 
exercise  as  a  whole  and  not  as  a  series  of  unrelated  tones.  To  this  end  she 
may  call  attention  to  the  number  of  measures  in  the  exercise,  and  show  how 


20 


PRELIMINARY   STEPS. 


it  naturally  divides  into  parts,  and  that  the  rest  is  a  natural  and  simple 
means  of  indicating  the  division,  thus :  — 

Example  of  Use  of  Rests. 


glials 


^^^^m^m 


s=p= 


£—•-*• 


Intervals. 

30.  Intervals,  like  rests,  are  incident  to  the  expression  of  thought.  The 
teaching  of  intervals  as  displayed  in  Charts  A  and  B,  shows  that  all  quick 
interval  taking  depends  upon  three  elements,  namely,  (1)  Knowledge  of 
the  scale  as  a  whole;  (2)  Knowledge  of  the  tones  as  individual  members 
of  the  whole  scale ;  and  (3)  Knowledge  of  each  tone  in  relation  with  every 
other  tone  in  the  scale.  These  three  fundamental  bits  of  knowledge  become 
elements  of  power,  and  the  practice  of  the  exercise  which  establishes  this 
knowledge  and  power  can  never  be  safely  neglected.  Hence,  with  every 
lesson,  some  work  should  be  done  with  the  scale  and  its  tones. 

31.  Chart  Work.  —  For  this  work  the  teacher  must  depend  upon  the 
chart  and  not  upon  numeral  dictation  or  hand  signs,  though  she  may  supple- 
ment her  work  with  these ;  but  when  the  exercises  are  taken  up  the  appli- 
cation of  the  chart  drill  must  be  clearly  in  mind.  Thus,  having  taught  the 
tones  in  relation  to  Do,  the  teacher  must  see  the  application  in  the  exercise. 
Example :  — 


Chart  Exercise.   I2t£ 


Book  Exercise. 


I  etc. 


Here  the  relation  is  obvious.  In  more  advanced  work  the  same  prin- 
ciple is  always  present,  though  not  so  easily  seen.  If  this  simple  matter  is 
understood  rapid  sight  reading  becomes  very  pleasant  and  profitable. 


21 

ORDER   OF   THE   LESSON. 

1.  Vocal  Drill. 

Scale  down  and  up,  with  syllables  and  vowels.     Rote  song. 

2.  Ear  Training. 

Changing  the  Bo. 
Oral  tonal  dictation. 
Oral  metric  dictation. 

3.  Eye  Training. 

Written  tonal  dictation. 
Written  metric  dictation. 

4.  Interval  Drill,  from  chart. 

5.  Exercises  in  Book. 

Exercises  without  words. 
Exercises  with  words. 

6.  Song. 

The  experienced  teacher  will  soon  be  able  to  keep  the  various  elements 
of  the  work  in  hand  without  taking  every  one  of  these  exercises  with  each 
lesson,  but  while  numbers  1  and  2  should  never  be  omitted,  4  and  5  will 
form  the  main  features  of  each  day's  advancement. 

Occasional  written  dictation  in  which  each  child  writes  what  he  hears, 
on  paper,  and  individual  singing,  should  not  be  omitted. 

The  original  melody  writing  which  is  the  natural  product  of  the 
dictation  work  should  be  encouraged. 

The  songs  are  such  as  may  now  be  read  by  the  children.  A  few 
accompaniments  are  added  for  the  use  of  those  teachers  who  have  a  piano 
in  the  room.  In  large  schools  having  a  piano  in  the  hall,  it  is  found  to  be 
a  very  interesting  and  beneficial  exercise  to  take  the  children  to  the  piano 
occasionally  and  allow  them  to  sing  the  songs  with  the  accompaniment. 

Using  the  Book. —  The  plan  of  work  supposes  that  the  teacher  will 
have  the  preliminary  steps,  such  as  scale  work,  ear  training,  oral  and  written 
dictation,  and  chart  work,  well  in  hand  by  the  first  of  November,  and  that 
at  about  this  time  she  will  be  able  to  take  up  the  reading  from  the  book. 


22  ORDER   OF   THE   LESSON. 

The  difficulties  connected  with  the  handling  of  a  book  by  children 
of  this  age  will  make  the  progress  slow  at  first,  but  as  the  children 
become  more  proficient  the  material  may  be  used  more  freely,  and  when 
the  lessons  are  once  completed  there  will  still  be  time  for  reviewing  them, 
and  for  securing  a  more  easy,  rapid,  and  musical  rendering  of  each  little 
exercise  and  song. 

It  frequently  occurs  that  the  teacher  can  not  readily  cover  every  point 
of  a  full  lesson  at  a  single  recitation.  In  this  case  part  of  the  elements  are 
omitted,  and  it  generally  occurs  that  the  book  work,  coming  last,  is  most 
freqently  neglected.  That  it  may  be  occasionally  neglected  without  harm 
there  is  no  question,  but  too  great  a  neglect  of  this  work  will  hamper  the 
teacher  of  the  next  grade ;  the  teacher  should  strive,  therefore,  to  give  the 
book  work  its  proper  proportion  of  time  and  effort. 

When  taking  the  exercises  let  each  child  hold  the  book  Math  the  left 
hand,  allowing  the  edge  of  the  book  to  rest  on  the  desk,  on  which  the 
right  hand  is  extended  before  him.  The  meter  is  marked  by  the  movement 
of  a  single  finger  of  the  right  hand. 

The  terms  used,  as  staff,  clef,  etc.,  should  not  be  explained  but  applied 
in  a  natural  way,  to  the  things  which  they  indicate. 

The  child  can  not  be  too  familiar  with  his  Do,  Re,  Mi ;  but  he  should 
at  once  accustom  himself  to  sing  without  it.  The  simple  exercises  are 
especially  adapted  fo  cultivating  the  power  to  sing  the  tones  without  giving 
the  names.  Thus,  the  instant  the  child  glances  at  the  exercise  he  sees  a 
part  of  his  scale ;  if  his  thought  is  rightly  directed  he  will  get  the  meaning 
of  the  exercise  at  once. 

The  words  may  be  read  in  concert,  then  the  notes  examined.  The 
words  and  music  should  then  be  attempted  together.  Should  the  chil- 
dren fail  to  sing  the  words  and  music  readily,  sing  the  melody  alone  with 
loo,  and  then  use  the  words.  Should  the  children  fail  to  sing  the  melody 
with  loo,  fall  back  on  the  syllables,  then  retrace  the  steps  and  end  with 
the  words. 


PART  II. 

Vocal  Drill       (  See  paragraphs  7-11,  pages  10,  11.) 


i 


ii 


^ 


-<g — p 


r>        * 


s>- 


-&-     -&- 


-Jr~  *~/5'~/l*$    *—& 


-*— s^- 


o 


-<s> ■& w <S>- 


*A=EEEEiE 


^ 


:g    ^-/i.-g- 


-25— «■ 


g-<g 


II 


Oral  Dictation.     ( See  paragraphs  12,  13,  14,  15,  pages  11-13.) 
12  3  4  5  6 


i^fe^l^^ife^^^^l 


-g—  *- 


-G>-  -<S- 


10 


FZ  ^-^-^^~^=g=g^^^|^^g^^  P  * 


-*g-^=E= 


Written  Dictation.      (  See  paragraph  16,  pages  13-16.) 
1  2  3  4 


-*> 75> « H         O 


L^Eiiij^^lll 


g — <g     g — H — g — g — o     *- 


^~—-^^u 


^J^s=i 


10 
^  < 


12 


o  ^ 


^11^=^^:11^ 


^ 


S=^B 


(23) 


24 

The  meter  signature  is  ^.     Each  complete  measure  contains  two  half 

notes  or  their  equivalent,     (j  J),     («-=,)• 

Practice  from  Chart  Series  B,  pages  1,  2  and  3,  forms  a  part  of  each  day's  work.     A  spe- 
cial chart  page  is  indicated  for  study  with  each  lesson. 


Ch.  Ser.  B,  page  2,  Ex.  3. 


l^iffzp^ 


Ex.  1.     The  Scale. 


WB 


id 


Do 


Ex.  2. 


-    la,     ti,    do. 


Ex.  3. 


siSfe 


3=e=e 


t=F 


^=51 


■2P- 


«^^^^ 


Ex.  4. 


e 


a-fg-r^ 


:di 


Ex.  5 


ii^^is 


3E5 


=^=: 


£3z^E 


In  the  following  lesson  the  meter  signature  is  |.     Each  complete  meas- 
ure contains  three  half  notes  or  their  equivalent,     (j  j  j),  (g.,.). 

Ch.  Ser.  B,  page  1,  Ex.  2.       Ex.  6.     The  Scale. 

is 


pz*=§mi 


3z^c:d- 


:^t::cz 


2Z 


Do,    re  -  o   -       do. 
Ex.  7. 


— Lg>  •  n  cs  ■ 


*fi=^ 


fcE 


* 


&=:!=: 


* 


^2= 


:E=F 


o— 


II 


Ex.  8. 


2EE 


J        J         4-F 


B2 


j-r — p 


^==?s: 


=0 


Staff. 


Clef. 


Meter  Signatures. 


Bar. 


Double  Bar. 


Whole  Note.     -J  Half  Note.  '     $  Sharp.  ' 


25 


Ch.  Ser  B,  page  1,  Ex.  1  and  2. 
Ex.9. 


Ex.  10. 


?=: 


I 


E^fl 


:2. 


^2: 


2 


-<=2—  <=*- 


Ex.  11. 


Ex.  12. 


g  /-a  <q  i  f  r*  Tip   >o 


2? 


^^^Msa^dj^H 


Si 


Lis  -  ten  to   the  school  bell  ring. 
Ex.  13. 


^    1  F* ~ET~T 


G>       <? 


'e*     &>      =gs: 


Sg 


1    H      F=t 


Ch.  Ser.  B,  page  3,  Ex.  1. 
Ex.  14. 


I^sp 


a^ 


je: 


1 


—    g?y      g^ . 


<s> . 


"^=rT~r=^= 


Do,     re      -      o  do, 

Ex.  15. 


^ 


d 


II 


^2: 


pEES: 


r=>       g?: 


rJ       ^ g 


Ex.  16. 


ipfei 


-j — h 


-g*—         gj 


3 


"C7- 


Ex.  17. 


is 


5^ 


^^^ 


1 r 


^ 


-n-   f-j 


-& — &- 


Dotted  Note.     A  dot  increases  the  value  of  a  note  by  one  half.     <» •  equals 

SlOMATUKB    OF  C  MaJOK.  ffil  *  SlONATURK    OF    D    MAJOR. 


J 


26 

The  meter  signature  is  \.     Each  complete  measure  contains  two  quar- 
ter notes  or  their  equivalent.     (J    J),    (J),    (J    X). 

Ch.  Ser.  B,  page  1,  Ex.  3 ;  page  4. 

Ex.  18.    The  Scale. 


1 


<=> 


1SZL 


-Gh- 


!i|te 


3^^ 


p=p 


Do,  re,    mi 
Ex.  19. 


do, 


-&- 


p^ 


:p=z^: 


Ex.  20. 

It 


p:# 


^Sl 


Ex.  21. 


*| 


tn 


4 


^ 


:*=zat 


Ex.  22. 


2 


P 


M 


* 


Pf3 


SING  A  SONG. 


3E=^ 


^^ 


-*=*■ 


m 


p=t=ip=t 


t 


^EEEB 


1.  Dear  rob -in,    rob -in      in    the  tree, Please  sing  a  mer-ry  song  for     me! 

2.  Dear   lit  -  tie  child, I'll  sing  for  you,  As  long  as  sum-mer  skies  are  blue. 


Ex.23 


FjFp^ — . — i — F — | — H-  i     I  rnrflTT 5 -P? — f- 


Ex.  24. 


££ 


II 


Ex.  25 


P*=f=p= 


n 


In     the   win  -  ter  falls  the  snow 


In    the 


wm 


±=*= 


*zfci=±z 


II 


e  sum-mer, breez-es  blow. 


Ex.  26. 


*l 


P^S 


3Et 


1 — r-i-E=t 


a — 0—rm 


II 


I— U — I- 


Blow-ing  chill  and  fierce  and  bold,  North  wind  brings  a  snowstorm  cold. 


J  Quarter   Note.     /t\  Hold.     The  hold   increases  the  length  of   the  tone  at   least  one 
beat.     £  Quarter  Rest. 


27 


The  meter  signature  is  |.     Each  complete  measure  contains  three  quar- 
ter notes  or  their  equivalent,     (j    J    J),     (J.),    (J    X  ). 


Ch.  Ser.  B,  page  1,  Ex.  4  ;  page  4. 
Ex^  27. 


BSH 


-<^-r 


B^* 


-o- 


o 


:c?: 


Do,    re,     mi,    fa 


Ex.  28. 


do, 


Ex.  29. 


3S 


2S: 


fJli-3 


^ 


A   SONG   OF   WORK. 


m 


2 


3 


=fc 


*_j  — -^^ 

1.  Work    while     you         work 

2.  Ev   -    'ry        day        bus    -    y 


__, , , , — ■ 

and      play     while     you        play; 
your  -  self      with      your       task ; 


i 


i 


II 


f=^ 


t= 


That       is 
That       is 


the 


F 


1 


& 


ie       way 
quite        all 


be        hap   -   py 
your     teach  -    er 


and       gay. 
will       ask. 


Ex.  30. 


i 


ii 


&==x 


± 


l=F 


Hear  the  sound  of  march-ing   feet;  See    the   sol-diers  in    the  street. 


A   SEA   SONG. 


' 


*- 


II 


1.  Lit- tie  brook, sing  mer  -  ri  -  ly,         Run    on      to      the    dis -tant  sea! 

2.  Greet  the  waves  and  please  to    say,  I    shall, some  day,  go  their  way. 

3.  Tell  the  sail  -  or    on      the   mast       That  you    saw    me     as     you  passed. 


Signature  ok 
E  Major. 


b    Flat. 


P 


Sl(. NATURE    OF 

F  Major. 


Si.uk. 


28 


Ch.  Ser.  B,  page  1,  Ex.  5  ;  page  5. 
Ex.  31. 


m 


-rS>- 


1221 


'2 


0=4-^ 


^=P= 


3=t- 


*    m 


SS 


Do,  ti,   la,  sol    -    o 
Ex.  32. 


do, 


1 


=J 


j=j=fd^|i| 


L2 — 


4 


t=f 


•  _    * 


Guide  us     ev  -  er,  Thou    a-bove;    Teach   us    kind -ness,pa-tience,  love ! 
Ex.  33.  Ex.  34.' 


-4-^ — * 


-*— «-♦ 


agf^gj^^ia 


Ex.  35. 


Ex.  36. 


■« — "*- 


d=i 


■*— *- 


-x 


+   <d 


II 


The  new  meter  signature    is  |.     Each  complete  measure  contains  four 
quarter  notes  or  their  equivalent.     (J  J  J  J )»    {<=>),   (J  J  J)- 

Ch.  Ser.  B,  page  2,  Ex.  1 ;  page  5. 
Ex.  37. 

y- 


m. 


:c2=— z 


fcj 


Do,     ti-       la 
Ex.  38. 

J 


o       -       do, 


^S 


3=± 


P= 


1 1 — r *      '*  ■  ^— H 


:t=if= 


Chil  -  dren,  you  must  learn  to     spell,  Read  and  write    and    ci  -  pher  well. 


Ex.  39. 

life 

*=4: 


E3E3 


^ULf 


i — i — i- 


F 


Eip^^i 


Snow    is    fall  -  ing  from  the    sky,And  mer  -  ry  Christmas  days  are  nigh. 


z£$t Signature  of       =j£' 

m G  Major.  W 


SlGNATURE    OP 

A  Major. 


29 


Vocal  Drill.     (See  paragraph  11,  page  11.) 


-•     * 


=3= 


3 


*=*  i  J  J~3 


-I     ^—  i       i 


i^ia 


si 


-i- — @>^± 


ie=?^ 


^=pg=^s==i 


g^^^^^^P^gi^B 


Oral  Dictation.     (  See  paragraphs  14,  15.) 
2  3 


g 


^2_<? 


II 


3g— n~g^ 


^ 


II 


gzn — g — ^     ^    ^ — g~ 


1 


g      *9—K> 


*— zr 


I 


g — ft~  g   rr     g — ^ g —  I  ~g         g— p— H-y? 


<-> 


l=il 


-p-tg— ^ 


II 


10  11 

-p-        ii   <s> 


12 


E=    -W-±ZZEZtt±=3?=E 


F^l^^B 


Written  Dictation.     (  See  paragraph  16.) 

2  3  4 


-r-g— g- 


II 


-« — fi>- 


1 


-gr- H-p 


II 


g— g— n— -*— g- 


-g — g- 


II 


fe^^^^il^^^B^ 


*fe 


-<s»    ^    .g— ^    g>- 


10 


11 


12 


13 


I 


^r^-^-  -g—   -g— g=gz-^— g-|  \=z&=r7-*-vr- 


II 


:B^^B 


30 


Ch.  Ser.  B,  page  1,  Ex.  5 ;  page  9. 
Ex.40. 


i 


122: 


ll« 


133 


-s*-4- 


^ 


c? 


4 


^zgE 


I: 


Do,      ti,      la,      sol 
Ex.  41. 

I 


do, 


i 


^L 


II 


GOD'S   CARE. 


-&•— 


£e3£ 


4. 


£=? 


1.  From    the      far     blue    heav    -   en,        Where     the         an  -  gels     dwell, 

2.  He      will   hear  their    pray   -   ing  Ei  -  ther       day      or       night, 


i 


=* m- 


j 


II 


F 


S-r 


God     looks  down     on      chil  -  dren,       Whom     He      loves     so      well. 
And     with     gen  -  tie     kind  -  ness        Guide   their   steps       a  -   right. 


Ch.  Ser.  B,  page  2,  Ex.  1;  page  9.     Ex.  42. 


£2=^: 


II 


eH 


Do,    ti,      la     -     o 
Ex.  43. 


do. 


II 


* 


M 


'm^EEE^ 


ON   THE  WING. 


1.  I'd       like 

2.  Like        as 


-(=21 


to         go        with     you 
a        bird       on         its 


if  I        could       fly. 

out      -      stretched  wing, 


J 


I 


It       must       be       beau    -    ti    -    ful 
I       could     look    down      and       see 


Z2=£ 


up 
ev 


the        sky. 
'ry       thing. 


31 


it 

M 


Ch.  Ser.  B,  page  1,  Ex.  5  ;  page  6. 
Ex.44. 

i*t—    I  — t- 


SES 


-&- 


3 


-jzt 


4=t 


-« — *- 


3= 


Ex.  45. 


S^^^ 


II 


S 


*=4 


-* — *- 


-*-* 


* — *- 


A   RULE   TO   LIVE   BY. 


5 


=t=F 


g^=j=m 


i 


* 


t 


S  S 


1.  Be      the      mat  -  ter   what      it       may,       Al  -  ways  speak    the     truth. 

2.  If        at     work     or       if        at       play,       Al  -  ways  speak    the     truth. 


Ex.  46. 


us 


:t=± 


^~T  * — *- 


II 


* 


Kit  -  ty's     fur       is       soft    as      silk,     Kit  -  ty  loves    to     drink  her  milk. 


Ch.  Rer.  B,  page  2,  Ex.  1  ;  page  6. 
Ex.  47. 


iii 


£^^g 


^=0- 


II 


^ 


HZtL 


-* *~ 


*         * 


Ex.  48 


>ts 


Hi 


■l=t 


Ex.  49. 


TTZh 


II 


Ex.  50. 


4 


-* — *- 


a^^^^P 


ss 


II 


Pat  -  ter,  pat  -  ter       on     the   pane !  Hear  the  mer  -  ry         A  -  pril  rain. 


Ex.  51. 

F=gfc&  ±~4 1 LjzJ: 


r^r^+^j^ 


jj 


32 


Ch.  Ser.  B,  page  2,  Ex.  8 ;  page  6. 

Ex.  52.  The  Scale. 


sgm 


Do    -  a  -    la,    ti,    do 


g 


& 


^S 


3=2: 


TO   LONDON   TOWN. 


-?=< ^- 


*=?■ 


ra 


1.  What      is        the        dis  -  tance      to        Lon  -  don    Town,   pray? 

2.  There   they    have       cas   -  ties      and      there   they     have     kings; 


Efc 


^ 


d 


:1: 


3 


=1 


H 


■g    ?^- 


You     could    not       walk  there      in  ma  -    ny  a         day. 

There     they    have     thou-sands      of         won  -  der   -   ful     things. 

Ex.  53. 


m 


a 


^3"= 


1 


3 


=t 


^ 


-jzr 


-<s>— 


Out       in       the       morn  -  ing      light,     bios  -  soms        a  rose. 

Ch.  Ser.  B,  page  1,  Ex.  3 ;  page  5. 
Ex.  54. 


g; 


122; 


m 


1^15=^ 


a  i     r 


t=F 


I 


Do,      re,      mi 
Ex.  55. 


do, 


Ex.  66. 


gigi  E  E 


:E3 


k0 


1% 


4. 


J  J I J  lj*il 


Ex.  57. 


P^j^jpjjl 


Ex.  58. 


1 


I 


»-ly Signature  of  Eb  Major.        --•    Half  Rest,     s-^  Tie.    Two  notes  joined  by 


the  tie  are  sung  as  one  note  having  their  united  values.      J  J  equals    <j  . 


33 


m 


Ch.  Ser.  B,  page  2,  Ex.  6;  page  7. 

Ex.  59 
frl5-=r=       _«=fcfc|^ 


!h>^- 


EflA^g 


II 


F=E=ff 


cr 


Do  -  o  -  i  -  mi,  re,  do. 


Ex.  61. 


ISSiSa 


Ex.  62. 


Ex.  63. 


i^^^^sjfes^^s 


THE    WIND. 


E#^5 


J 


* — *- 


^^^^^^h 


*±=2=it 


^=4 

1.  Hear  the   north  wind  rush   a-  long;    Hear    it    sing  its  mourn-ful  song. 

2.  See     it      bend   the    branches   low ;     See      it    drift  the    fall  -  ing  snow. 


Ch.  Ser.  B,  page  8,  Ex.  2,  3  and  4. 
Ex.  61. 


Ex.  65. 


^^^^^d%E$$$3Em±$^Eft 


Ex.  66. 


Ex.  67. 


giipi^^^ii^s 


fa=4 


Ex.  68. 


Ex.  69. 


p=?=^m&^$^^ 


\=$ 


ii 


Ex.  70. 

f) 

f^4--p-f-pr-v- 

F-^^   j  H    j- 

— 1 — |  --■ — r- 

H 

L!gL4_| 1 1 1 

-™ —         — K ^ — j-^ ^_ 

-*    J   'J    J 

3 

_y 

Signature  of 

A  0   Ma.iok. 


34 


Ch.  Ser.  B,  page  2,  Ex.  5  ;  page  7. 

Ex.  71. 


Do  -  o  -  i  -  mi,  re,  do. 
Ex.  72. 


gl^ 


:P=^ 


J^4J=-J^B 


i=^=f 


y 


Ex.  73. 


q=i 


S^ 


?=*= 


-* — «- 


=£=4: 


•* — «- 


Ex.  75. 


IIS 


THE   DAY'S   LESSONS. 


<k 


4^»- 


r^        ,g- 


-^    I  S 


EEESI 


F 


1.  The    sun      is      shin  -  ing  bright  -    ly  In      the      east  -ern    sky; 

2.  And  when   our     task      is        o     -    ver,     We'll    go       out       to      play, 


^ 


-ZZL 


e 


£=:=£: 


V 


X- 


Let      us     learn    our       les    -    sons      Ere      the       day    goes     by. 
Free     to     leave    our       les    -    sons     Till      an    -    oth  -  er      day. 


Ex.  76. 


Si 


IE3E 


:S2i 


^m 


Ex.  77. 


i 


s^J 


3^fe^ 


^ 


-g?- 


85 


Vocal  Drill.     (See  paragraph  11.) 


<fef-r=fei 


^ 7=)- 


¥ 


^ 


:5 


-6- — ' — Z5~ 


i 


^ 


f! 


<g     <?- 


-r?    i  <? 


*=^ 


-a — «- 


-i  ii   r 


Oral  Dictation.     (See  paragraphs  14,  15.) 
2  3  4 


l£ 


II 


I 


I 


-s>-      -&- 


m 


II: 


II 


<^~ 


J2Z 


-Or       ■&- 


10 


1 


II 


I 


2=:=zs 


"25 —       & 


Written  Dictation.     (See  paragraph  16.) 

Experience  shows  that  the  kind  of  note  used  in  the  exercise  can  be 
varied  without  causing  confusion.  When  the  whole  note  and  half  note 
have  been  used  freely,  the  quarter  note  should  be  introduced  and  used  in 
the  dictation  exercises. 

1  2  3  4  5  6 


ftFTTl  i+ljte^mfc&ftrfF^L 


10 


6 


thhHnHE^^ 


HI 


v 


-g — • 


ii 


12 


13 


14 


^^^^^^^raim^mi 


36 


g 


Ch.  Ser.  B,  page  2,  Ex.  1;  page  7 
Ex.  78. 


^g~  e? 


-jz?i 


II 


c=? 


H -J— 


^S 


3==N=S 


^ ^ 


^ 


I 


Do,    ti,     la 


Ex.  79. 


LUfcj. 


<S> 


do, 


i 


y 


?-8 


ist 


?= 


r^ 


isst 


tt 


=t 


A   SONG   OF    THANKS. 

S7\ 


3 


S^^ 


:4 


1.  Lord,  teach     a 

2.  A        lit  -  tie 

3.  Teach  me      to 


i*»-4 


r=s 


lit  -    tie     child     to     pray,  And,    oh,      ac  -  cept     my 
spar  -  row    can     not     fall      Un  -  no  -  ticed.Lord,    by 
what  -  e'er      is     right,  And  when      I       sin, 


do 


for  - 


;EeSE3 


t- 


- 


~w=* 


t=t 


t 


tz 


prayer. Thou  hear-  est    all     the  words  I       say,  For  Thou  art    ev  - 'ry -where. 

Thee  ;  And  though  I      am     so  young  and  small, Thou  car -est  still  for      me. 

give ;  And  make  it     still  my  chief  de  -  light     To  love  Thee  while  I     live. 


F^tt 


Ex.  80. 


II 


m 


s 


^zt 


Ex.  81. 


i 


Ch.  Ser.  B,  page  3 ;  page  7. 
Ex.  84. 


fT2    „     o    f=F?= 


I 


Ex.  85. 


II 


EffifcSEjEEEE 


22: 


p 


c?_ 


•s*      g^ 


Ex.  86. 


2: 


2ZI 


II 


■B^ 


i 


Ex.  87. 


221 


^      I     g 


"22" 


* 


Ex.  88. 


Hi 


Ex.  89. 


I 


2=221 


gJ      <o — 


122: 


2 


ga 


2?" 


Ch.  Ser.  B,  page  1,  Ex.  2 ;  page  7. 
Ex.  90. 


I 


gy      g?- 


^^ 


f- 


:c2: 


Do,      re     -     e    -    o   -   do, 


DING    DONG! 


f*i 


d: 


I 


4=St 


32: 


1.  Ding   dong!    Ding   dong!    I'll   sing  you     a       song;       'lis      a  -  bout     a 

2.  Ding   dong!    Ding   dong!    I'll   sing  you     a       song;       'Tis      a  -  bout     a 


6 


S 


=t=f 


i 


i 


^ 


+—*—&- 


1 


^ 


«   «   # 


lit-tle  bird ;  Ding  dong!  Ding  dong !  He         sat   up -on   a  tree,  And  he  sang  a 
little  mouse ;  Ding  dong!  Ding  dong  !  He  looked  very  cun  -  ning     As     I   saw  hin: 


fe 


f^iH 


rJ    |    f^T 


^EEEEEEi 


ES 


c2~ 


song  to      me,     And     I      nev  -  er  spoke  a     word,  Ding    dong !  Ding    dong! 
run     -    ning      In     my      fa-ther's    ti  -  ny  house,  Ding    dong!  Ding    doDg ! 

47202 


Ch.  Ser.  B,  page  1,  Ex.  2  ;  page  9. 
Ex.  91. 


I 


S 


£2 


0        F    --<s>- 


JZL 


Hear    the     wind     sing     its    song,      As       it   blows    its    way      a  -  long ! 
Ex.  92. 


m 


mm 


II 


T=q: 


-*— *- 


*     » 


*-'-#- 


Out  bursts  the  mer  -  ry     sun  like  gold,  And  rob  -  in  sings  both  blithe  and  bold. 


Ex.  93. 


□3LI4_ 


g^§ 


P=F> — !*- 


^ 


1 


r-r-tr 


Ex.  94. 


EgE^! 


f^=£Eff^E^fl 


• — i*- 


-*— =? 


F 


F 


-*--  !* 


i 


Hear  the     buzz-ing    of      the  bees,     'Way  up       in     the  cher-ry   trees. 

Ch.  Ser.  B,  page  1,  Ex.  3 ;  page  9. 
Ex.  95. 


-eg <s>- 


122: 


IS! 


:s2i 


c?„ 


izz: 


I 


Do,        re,      mi    -    i   -    o  -    do, 

Ex.  96. 

■  ft„ 


^2: 


I 


Ex.  97. 


fe^ 


^= 


F 


--w=*- 


' 


"52T 


I 


39 


Ch.  Ser.  B,  page  1,  Ex.  3  ;  page  9. 
Ex.  98. 


Pi 


t 


II 


'--'      G>  . 


Ex.  99. 


\Jm* 


■± 


*--r — *- 


■(• — 0- 


m 


Ex.  100. 


EffSflEppp^ 


~m—d    + 


Ex.  101. 


m 


? 


^^ 


3=*==* 


^i 


e£ 


^±*i 


LADYBIRD. 


fe^t 


ri 


J=i^ 


^ 


1.  La 


<S>~T- 


1 (&T- 


&>   . 


r 


dy  -  bird,     la  -    dy  -  bird,     fly        a  -    way      home.      Your 
2.  Lit  -   tie      girl,      lit  -  tie      girl,   there    will       I  go,  And 

8.  Then    I        will     say      to      them,   one,     two,  three,      fly !         And 


3» j      * — 3 


SP 


ytt 


fe^ 


II 


r- r— r 


at=) 


7F 
I 


r 


house      is  on         fire      and       your     chil    -  dren      will     burn. 

gath  -    er        my        chil  -  dren      dear      all         in  a         row. 

off     '  we        will      make     our       way      up         to  the       sky. 


$$ 


St — r~te 


j 


"»=: 


II 


40 


Ch.  Ser.  B,  page  1,  Ex.  4;  page  9. 


Ex.  102. 


_e 


*2=F 


S 


t=F 


zt 


Do,      re,      mi,        fa 
Ex.  103. 


do, 


g 


& 


^Sl 


4— W— ? 


:*_it 


£ — » — * — -0 


Ex.  104. 


^-4— *-J   1  * — »=F* — *— [*■ 


i 


■*—* 


^H^ 


:p=: 


Christ-mas  comes  but  once    a   year,       With    its  mer  -  ri  -  ment  and  cheer. 
Ex.  105. 


=t 


II 


-2 


l¥^=& 


r 


F^= 


s 


* 


3 


=t 


Ex.  106. 


=t 


II 


*£ 


E&£ 


3 


Good         night!        sleep  tight!        Wake 

Ex.  107. 


up 


bright! 


3^ 


rt 


$3 


4 — *- 


*     J 


i 


Good    morn  -  ing !  good    mor  -   row !    To   -    day     has      no      sor  -  row. 


Ex.  108. 


Si 


$$=! 


gjr4~3=»h-J 


s 


*    d    + 


:F=x 


sp 


3E= 


±22: 


II 


THE   MOON. 


mm 


^ 


M 


«£=E=EH 


F=^=r# 


^-*- 


#•  *  p 


• 


■+—*- 


1.  I   see  the  moon, the  moon  sees  me;    God  bless  the  moon,      God     bless  me. 

2.  High  in  the   sky  the  moon  is  bright  ;Dear  moon,good  night,dear  moou,good  night. 


Urrtf^ 


-£2- 


isi 


I 


p 


Vocal  Drill.     (See  paragraph  11.) 

q=q=-i  :  !  ': 


41 


3 


r— i — i^~^-*—^ 


4^ 


3=S=S 


^1 


-25 «>- 


S£ 


a 


^E^_E3^ESS 


=5 


^-•— * 


9 


iA 


?*Hjt^-t=±^ 


^^ 


li  =  ^  ^ 


Oral  Dictation,     (See  paragraphs  14,  15.) 

2  3  4  5 


l^Pi 


II 


# 


>? 


32 7SI 


tS> « — g>   "     g s« & sr 


8  9 


;                                 II    -   

i 

ii 

3 

« 

_<5>— 

«  H  ^            -<s>    ^ 

«   <s>—         I 

«  ^  H 

£ 

i 

^5?— 

-&— 

0 g   * 

^   g  I 

a>    ^    &                 II 

Written  Dictation.     (See  paragraph  16.) 

2  3  4 


?> 


s==jgg 


ii 


8 


-g-  -S"- 


i 


I 


fl#«rfrrtfr^^^H 


"z? —        g — zg~ 


■w 


Ml* 


10 


11 


12 


irozpn^^fe^^i 


13 


14 


15 


.? 


^FH=^dzB 


SB 


-0 — *- 


4=t 


42 


zss. 


Ch.  Ser.  B,  page  2,  Ex.  4;  page  10. 
Ex.  109. 


Do 


re,  do. 


gg^gg^^M^^fefe- 


A  STORY  OF   CHILDREN. 


l£#=3 


3 


1 


i 


4->H- 


III  lli 


3t=  :* 


— ^ 


^ 


II1  I 

1.  Three  chil  -  dren  slid  -  ing     on     the     ice,    Up  -  on      a     summer's  day  ;     As 

2.  The    day   was    cold,  the      ice   was  warm, The  chil-dren  they  were  sad  ;  When 


^^s^^m 


^=t 


r 


a 


id2: 


r-  -r 

it      fell     out,  they     all     fell      in,    The      rest     they      ran       a    -    way. 
all      at     once    the  school-bell  rang,  And,    pres  -  to !      they    were    glad. 

•  . 0 


§13 


3 


i 


:^S 


*    * 


fek^ 


^33 


■^ 


The  new  meter  signature  is  |.     Each  complete   measure    contains   the 
value  of  three  eighth  notes  (J*  J"  J*1). 


Ex.  110. 


^$^m^^^m^^m?m^ 


Ex.  Ill 

fcfa 


m^^ 


J  Eighth  Note.      T  Eighth  Rest. 


jjjj^     SlG 


IGNATURK   OF  Bb  MAJOR. 


43 


Ch.  Ser.  B,  page  2,  Ex.  1  ;  page  10 
Ex.  112. 

u 


Do,  ti,    la    -     o     -       do, 
Ex.  113. 


tf 


s=H£n 


--— ML 


&=*-zaL—J=jd 


ES 


■gg  X 


^^sg 


Ex.  114. 


M 


P^ 


^f^-a-fjUj-J  |  (=■      fjf— H^EJ 


-fS>-r- 


1=1= 


Ex.  115. 


§^g^^=g^i^^^^^ 


Ch.  Ser.  B,  page  2,  Ex.  3 ;  page  10. 
Ex.  116. 


Pi^^i 


fii^ES 


-£2-»- 


HI 


JsfcM 


t=£ 


Do       -      la,  ti,  do. 


A  WONDERFUL   MAN. 


~&-4  __p  i»  ^        ~t~ti 


^^^^^ 


1.  There  was     a     man   in       our     town  And   he    was  won-drous  wise ;        He 

2.  And  when  he    saw  his  eyes  were  out,  With  all   his  might  and   main         He 


b 


±=±=3==$mm 


y& 


^£ 


r-rrr 


fell      in  -  to       a      bram-ble  bush  And  scratch 'd  out    both    his      eyes. 
jumped  in  -  to     an  -   oth  -  er  bush,  And  scratch'd  them   in         a  -    gain. 


44 


PUZZLE   SONG. 


A.  Struth. 


There  is       ;i    plant  you   of  -  ten    see     In     gar-dens  and    in  fields ;  Its 

Its   fruit,  when  young.is  soft  and  white,  And  close-ly  wrapped  in  green  ;  And 
But  when   the    tas  -  sels  dry  and  brown, The  fruit  is    ripe  and    old;  It 

The  fruit, when  young, we  boil  androast  ;When  old, we  grind  it    well.  Now 


r*=j=*=* 


a 


3=± 


^^ 


*H— *-*- 


1 


i& 


— «- 


*=*=*: 


t= 


-i-*^-4 


i — i — r 


i 


*==t 


ii 


d 


^e 


T- 


E 


t 


stalk     is  straight, its  leaves  are  long,    And    pre  -  eious  fruit      it  yields. 

tas  -  sels  hang  from    ev  -  'ry     ear,  Which  chil  -  dren    love     to  glean, 

peeps  from  out   the  wrap-ping   dry     Like  beads    of      yel  -  low  gold, 

think    of     -all    the  plants  you  know,  And     try      its    name    to  tell. 


Pt=f 


£EE 


■-0L + 


=t 


t= 


3 


^ — -\- 


■ZSL 


t 


m 


Ex.  117. 


p 


4=^: 


4=fz 


=ES= 


=F 


J?     J 


^2: 
& 


Ex.  118. 


Ch.  Ser.  B,  page  3  ;  page  11. 
Ex.  119. 


^^r^i^E 


=F 


i 


t=t 


*    * 


Ex.  120. 


b*=k 


-+ — *- 


^i^^g^ 


Ex.  121. 


*E=JE 


-m- *- 


; 


45 

i 
I 
i 


*=»=£ 


=P==5 


zea: 


Ex.  122. 


.3 


:F?=r=^g^ 


!=^§ 


Ch.  Ser.  B,  page  2,  Ex.  5  ;  page  11. 

Ex.  123. 


4 


-S?_ 


feS 


O^E^i 


4cpd2  ^4=4_4_  J— 


r  0-  +■ 


-i — w  »■  m- 


list! 


Do  -  i 
Ex.  124. 


mi,  re,  do. 


fe 


i 


=F=F 


THE   TAILORS  AND   THE  SNAIL. 


„b4 


i 


eSE 


t: 


r 


I*=±^ 


i 


1.  Four    and    twen  -  ty        tai     -     lors         Went     to     kill       a      snail, 

2.  She      put      out     her    horns       Like     a      lit  -  tie      ky  -  loe     cow 


0£^&E?: 


' 


^=1 


The    best  man      a  -  mong        them        Durst    not    touch    her      tail. 
Run,  tai  -  lors,     run,        or  She'll    kill     you      all     just     now. 


46 


Ch.  Ser.  B,  page  11. 


TOP  SPINNING. 


w 


1.  I 

2.  I 


spin, 
love 


and 
to 


spin, 
spin 


and 
it 


spin 
on 


my  top, 

the        ground, 


^F1^ 


. 


n 


^=t 


spin       my     top,  spin       my       top,       And       all  it        does        is 

on        the  ground,  on        the    ground,  And     hear        it       hum       as 


I 


is 


3=t 


m 


w 


-* *- 

spin        and        stop,  spin         and       stop, 

it  goes      round,  it  goes     round, 

Ex.  125. 


spin       and       stop, 
it         goes     round. 


m 


II 


* 


S 


m      ~+ 


&—[-* *- 


_h ■-* * 


t=t 


Ex.  126. 


II 


* m- 


# — p- 


~£Z- 


ll± 


~* * 


=E£ 


Ex.  127. 


Ex.  128. 


g 


Hi 


P* 


ZZ 


m 


T3 


-+ — #■ 


Ex.  129. 


Ex.  130. 


« 


n 


&     fz~ 


2=^ 


■C^- 


T& &- 


E2: 


*=x 


i 


B 


t==t 


2 


2=22: 


4= — <s- 


22; 


g 


.g^      °- 


^    Tie.     Two  notes  joined  by  the  tie  are  sung  as  one  note  having  their  united  values. 
P  p  equals  *  ;  and  f  f    equals  p  • 


47 


Ch.  Ser.  B,  page  1,  Ex.  4 ;  page  11. 
Ex.  131. 


i 


tes 


i 


H 


^s: 


g>    <^- 


-V-*r 


7St 


Do,    ti,    la,    sol,  fa    -     o    -     do, 
Ex.  132. 


i 


ii 


^Eit 


■xx. 


Ex.  133. 


g 


33 


S 


P 


:s£ 


Ex.  134. 


g 


s#- 


I 


THE   LAMBKIN. 


i^ 


^g 


3 


* — 


1.  See  my  lamb-kin   graz      -      ing 

2.  Lov-ing     to     the   moth      -      er 

3.  Will-ing  -  ly    they  yield  us 


Mid  the  vio-lets  blue, 
Lit  -  tie  lambs  are  found, 
Gar-ments  thick  and  warm, 


Fl     »l «-l — — + 


i 


£=£e 


j — i — j 

0 -m — -3- 


II 


=?=*F 


Crop  -  ping  ros  -  y  dai 
Kind  to  one  an  -  oth 
Care  -  ful  -  ly      to   shield 


Tast-ing   morn-ing      dew. 
Kind    to       all       a  -   round. 
From  the     win  -  ter     storm. 


a^^ 


48 


Ch.  Ser.  B,  page  1,  Ex.  4;  page  11. 
Ex.  135. 


-G9- 


= 


ISL 


*= 


SL C^E? 


II 


Ex.  136. 


Ex.  137. 


3z=^?E3?E5? 


<-* — I -l P- 


'f*—&—^—& 


=j==t 


-t 


35t: 


-<s> |-g^ 


!^=h 


i 


SLEEP  SONG. 


^ — t- — <LF 


S3^HES 


^-*: 


E- 


R=F 


1.  When  the    chil  -  dren  fall      a  -  sleep,       Stars     are  wak  -  ing  bright   -  ly. 

2.  All     the    chil  -  dren  fall      a  -  sleep      While    the  stars  are  gleam  -  ing. 

3.  Sleep, then, sleep, each  lit  -  tie    child!     Sweet  -  est  dreams  come  nigh    thee! 


=t 


=t 


Efe 


=p 


£ 


d 


Down-ward  then, their  watch  to  keep,  An  -  gels  flut  -  ter  light  -  ly. 
An  -gels  faith -ful  watch  will  keep  O'er  them  sweet- ly  dream  -  ing. 
Shut  thine  eyes    in     slum -ber  mild,        God     is     watch-ing      by        thee! 


I 


Ex.  138. 


drc 


Ex.  139. 


?=E|l^=g* 


a- 


i 


» 


*jfe^ 


n=t 


=t==t=F=i 


zctr 


II 


49 


IJgfer^^P 


Vocal   Drill.     (  See  paragraph  11.) 
fc 


. 


Z£ 


^mm% 


±j=+=+==£=* 


-j — • g — •— <S* 


i 


2±=£ 


I 


gg^^^^^=^=pi^^i 


F^yn^s^^^^^g 


Oral   Dictation.     (See  paragraphs  14,  15.) 
2  3 


i 


I 


II. 


I 


-& — ■-  — <s> 


-& — " — &■ 


-g  & gr 


II 


I 


-<S> s> «* <9 " &■ 


~sr    -<S>- 


I 


0 


-*S> sr 


-*- 


Written   Dictation     (  See  paragraph  16.) 

2  3  4  5 


^=J33^^^ga#fe^FH^i^H 


10 


^JLLJ II  r  UH-fi^p^PH^^^H 


n 


12 


13 


14 


15 


£^^pgpiii!l^iEfli^^B 


50 


Ch.  Ser.  B,  page  1,  Ex.  3  ;  page  11. 
Ex.  140. 


a 


is: 


zzsl 


y* 


ra^ 


IP 


Do,    re,     mi 
Ex.  141. 


do, 


Hi 


HSi^iS^BS 


Ex.  142, 


:*TP: 


0-0- 


Ex.  143. 


Ex.  144. 


m^^^^M^m^^^3m 


fe 


P=tF 


3:3 


i| 


fefe 


^=H"^ 


■*-*■ 


I 


Note  the  new  meter  signature  §.     Each  complete  measure  contains  two 
eighth  notes  or  their  equivalent.     (J»  Js),    (J*  -\),    (J). 


Ch.  Ser.  B,  page  1,  Ex.  4 ;  page  11. 
Ex.  145. 


i 


i 


«MJLJi 


2=* 


321 


Do,  fa 

Ex.  146. 


do, 


Sg 


I 


E 


-=i — f 


g 

Is 


Ex.  147. 

fr» f* 


p — r 


fe 


Ex.  148. 


B& 


3 


£ 


SI 
SI 


51 


MARCHING. 


Emma  Mundella. 


Emma  Mundella. 


3T=* 


S 


s 


1.  March-ing  one   by     one   we  come,        As     if      we  were  sol-diers  brave 

2.  Heads  high  up     in      air  must  stay,       Tall  -  er,  straighter,we  shall  grow. 


f* 


*==* 


B^ 


S^f 


s=*= 


^w 


a 


*=*EE 


3*=Jt 


3 


■* — »- 


F 


=»--  * 


Go-ing  forth  to  sound  of    drum,  Wrong  to   right  and  life       to       save. 
Tho'  our  marching  seem  but  play,  'Twill  great  good  on     us        be  -  stow. 


Ch.  Ser.  B,  page  12. 
Ex.  149. 


jgp^TgS^ 


Ex.  150. 


ii^h^^pp^ 


M= 


:ffi 


=t=* 


52 


A   RIVER   SONG. 


Emma  Mundella. 


^*#=F 

->     J: 

-+          2 

* — 

•its — =bt 

r*         *l 

-£        0-        m 1 

1.  Riv 

2.  I 

3.  I 

4.  Oh! 

— i m. ,_       — k —  ^u_ 1 --_ 

^ _^|* ^ : L 

-   er,     flow    gay  -    ly    Down    to       the 
would  see      cit   -   ies      Ru  -  ined    and     < 
would  see  raoun  -  tains  Glit  -  tfring  with    s 
what      a      won  -  drous  Jour  -  ney  we'll 

sea, 
3ld; 

now,         1 
go. 

* — tz      ;^zd 

In      my     boat 
Pal    -  a   -   ces, 
)ark,  mass  -  ive 
Oh!   how       I 

A    J. 

•S^+    -, 

J.    JL 

«                              1 

M-f 

T 

T  ' 

f 

i 

t                                1 

1 


o 

y,      - 

j 

r         M         m 

/l  b 

■"          (•          m 

i              0           m 

i            H 

M 

fm9 

^       i         r 

[*     r,     i 

1 

*     y     cj 

■ 

SH 

*       **       L 

w        L>        r  - 

^     t^ 

^    t* 

t< 
1 
k 

ike     me     The    great  world   to 
3m  -  pies  Whose  tales  have   been 
or  -  ests  That     cen  -   tu  -  ries   k 
>ng  these    Rare  won  -  ders     to     k 

see; 
told; 
now ; 
now. 

in 

Riv  -  er,     flow    gay 
iare  flowrs  and  palm 
Pd      see      the     far 
Riv  -  er,     flow    gay 

-  ly 

groves, 
North, 

-  iy 

J  'J.   A    J    J.   A 

A    J.    J 

J  J- 

P^ 

X 

^-'b 

i 

| 

1 

v     I 

i 

i 

1 

I 


£=* 


ss 


Down   to      the    sea,  In      my    boat  take    me  The  great  world  to     see. 

Home   of    birds  bright,  Where  there's  no  win  -  ter  And      no  winds  that  blight. 

Ice-bound  and  drear,     Where  men  have  hard-ship  And  per-  il        to     fear. 

Down   to      the    sea,  In     my    boat  take   me  The  great  world  to     see. 


' 


J.  A&I2J. 


m 


I  SAW  A  SHIP  A-SAILING. 


63 


Quickly. 


ff  a  0 


t       0      1PL 


■m—ft—^ 


+ — *- 


1.  I     saw     a     ship    a  -  sail     -     ing,    A  -  sail  -  ing    on    the      sea,      .  .    And 

2.  The  four  and  twen-ty     sail     -      ors  That  stood  be-tween  the      decks,.  .  Were 


<> 


-2 


3= 


5 


m 


=$*■ 


■£-* 


w 


^ 


^— ^ — i 


i 


fcs: 


P 


■«?- 


jfc=lt 


-^ *' 


ZSfc 


at=t 


g — fc 


oh,    it   was     all     la    -      den  With  pret-ty  things  for     thee !  There  were 

four  and  twen -ty  white       mice, With  chains  a-bout  their  necks.  The 


5E= 


« 


«^P^f 


* * 


=F=F^ 


^=Z3t 


SE 


jg—jg: 


com  -  fits     in     the    cab     -       in,       And       ap  -  pies     in     the     hold ;    .  .      The 
cap  -  tain  was    a     duck,     .     .      With  a  pack  -  et      on    his      back ;   .   .       And 


i 


wm 


d: 


X 


w 


sS 


=fc 


t 


It 


i 


3^H 


II 


P=-^ 


sails  were  made    of         silk,   .     .     .     The  masts  were  made  of         gold.     . 
when  the     ship     be   -    gan  to    move,  The  cap  -  tain   said, "Quack, quack  I11 


§q^i=^j^ps 


w=* 


54 


Ch.  Ser.  B,  page  1,  Ex.  6  ;  page  12. 
Ex.  151. 


m 


ZX 


m 


j     mis 
3=*=-^—  g 


t=t 


-<s>- 


1 


Do,  sol     -    o    -    do, 
Ex.  152. 


Ex.  153. 


g^g^^^f!^ 


II 


•* « 


Ex.  154. 


Ex.  155. 


g&^i 


gfe 


I 


^P1 


^=-t 


0       * 


+ *- 


Ex.  156. 


Ex.  157. 


f^^f^f^W^^^^^^ 


Ch.  Ser.  B,  page  2,  Ex.  1  ;  page  12. 
Ex.  158. 


1227 


tt 


s 


^ 


-S>- 


^z; 


£ 


Do,       ti,         la 


do, 


#N^ 


^=ft 


^gg^B 


■m — n- 


S 


1* frr 


Ex.  159. 


%mm 


Ex.  160. 


afiBfes^ 


^~ 


*± 


fl 


Ex.  161. 


fe33 


5 


P=P= 


e 


gitfi 


Ex.  162. 


Vocal  Drill.     (  See  paragraph  11.) 


55 


fe-g—^jfc 


w 


-3—- 8  | 3 3 1 3 8- 


M^^&^^m^ 


SI 


Oral  Dictation.     (  See  paragraphs  14,  15.) 
2 


II 


-*—0- 


:i^ii 


3 


-tS> — **—&- 


i 


m^m 


^=a_u ■=&=&. 


6 


<&- 


D 


I 


s> 


G> O- 


10 


i 


I 


^ 


-9 »- 


<■> 


Written  Dictation.     (  See  paragraph  16.) 

2  3  4 


gi^i^^^ii^pSi^p 


# 


li^afe^^^EB^Sl 


10 


n 


12 


13 


^ng^^i^^i^i^^a 


65 


Ch.  Ser.  B,  page  1,  Ex.  2  ;  page  7  for  review  drill. 
Ex.  163. 


$m^0s 


i 


<g r 


3-1 — F 


£2 «- 


Do,     re 


do, 


Ex.  164. 

I* 


m 


^=i 


P^I 


+ — rzt 


All     is     safe  -  ly    gath-ered   in,         Ere  the  win  -  ter  storms  be  -  gin. 


Ex.  165. 


Ef*rr=H=J^M^ 


^_S=i 


-• — *- 


Ex.  166. 


I 


£ 


:=J=t 


s 


§£SEES 


j< — *^jMi 


3^i 


a£=t 


-* — « 


Ex.  167. 


i 


H— r— r 


»"*  i 


« 


is 


-J—  J 1= 


-J 4- 


S 


•*      *      *- 


j 


i=3t 


II 


* * 


Ch.  Ser.  B,  page  2,  Ex.  3  ;  page  9  for  review  drill. 

Ex.  168. 


ZZ2Z 


mmm^^^mi 


32: 


JHr^ 


-*5>- 


i£ 


Do  la,      ti,    do. 

Ex.  169. 


t? 


$—+—*- 


=fcX= 


4 


■* — *- 


-<s»- 


=1=4: 


^^^ 


4=?=*= 


57 


Thomab  Parnell,. 


'£±=&=p: 


2z=t 


tl 


MORNING    HYMN. 

^— j: 


1ZL 


1221 


:t- 


-£2l 


1.  See,     the       star     that    leads     the      day,  Ris  -   ing,    sheds       a 

2.  From     a       heart     sin  -  cere     and    sound,       From     its       ver     -    y 


m 


fet 


j=f 


:?£ 


-£2l 


d^=zz\=&=&i 


j=f 


:u: 


gold  -  en       ray       To     make     the     shades   of       dark  -  ness     go      From 
deep  -  est       ground,   .     Send       de    -    vo  -  tion       up       on       high,  .   . 


^i 


r-4— 4 


3^3 


^2=^: 


3 


=22=22: 


s 


1-&—&- 


-<s>- 


■&—&- 


heav'n    a  -  bove  to    earth  be-low,  From  heav'n  a-bove   to   earth  be  -  low,  And 
Wing'd  with  heat  to   reach  the   sky,       Wing1d  with  heat  to  reach  the    sky ;  . 


w 


tt 


P=4 


:2s: 


zst 


o< 


tjz 


cJ 


warn    us    ear  -  ly    with  the    sight,  To   leave  the  beds   of      si  -  lent  night. 
See„  the   time  for  sleep  has     run !  Rise    be  -  fore  or    with  the  sun. 


Ex.  170. 

— A       m-      -& 

f     0-  -w— f     *     ,  ".       — d~ 

n 

#t$4— =— 

-J r— I 

—  # »• (S> — 

"    : 1—  *:     U           "       -*—4—^— 

~e=f=f=r    i    J   -J    J~^~ 

U 
— H 

w    4 

— I 

-1— L— i — a    J    J   -■»    ^    r 

— H 

58 


Ch.  Ser.  B,  page  12  for  review  drill. 
Ex.  171. 


-3 


8 


' 


SEE 


*— b* 


m 


^3=2 


§ 


Ex.  172. 


j^j^gf^feig^ 


Ex.  173. 


«# 


* 


^^5 


£S 


1 


-* * 


Ex.  174. 

r-e-|-p! 1      |       1 

1— 

^i^    J 

— -0 — 

— 0- 
— 1 

, — 

-    -\ 

— (T3 



— 1 — 

i_^t_a: ^„ — ,' 

— 1 ' 

-* 

— -m — 

—  0 — 1 

^ts* — 

ON   FOREIGN   LANDS. 


Robert  Louis  Stevenson. 


i 


m=# 


3^ 


j— J — 3=3 


f 


=1- 


5^ 


:4 


■*— « 


1.  Up     in  -  to  the  cher  -  ry    tree,    Who  should  climb  but  lit  -  tie    me?    I 

2.  I    saw  the  next  door  garden   lie,    Adora'd  with  flow'rs, be-fore  my  eye.  And 

3.  I    saw  the  dimpling  riv  -  er  pass  And  be     the  sky's  blue  looking-glass  ;  The 


t 


d=3^5 


II 


P 


EE 


held  the  trunk  with  both    my  hands, And  looked  a- broad  on    for  -  eign  lands, 
ma  -  ny    pleas  -  ant   pla  -  ces   more  That   I     had  nev  -  er    seen  be  -  fore, 
dust «  y    roads    go    up     and  down  With  peo-ple  tramp-ing    in  -  to    town. 


Ch.  Ser.  B,  page  7,  Ex.  3. 
Ex.  175. 

Ml       p     r  - 


i 


Zd- 


II 


fe 


fe3E£ 


I 


i 


555 


BUSY  BEE. 

J I 


59 


=P=F 


(Zil 


4— W- 


t 


1.  See      the       bus  -    y       bee, 

2.  Buzz  -  ing        in       the      trees 


Work  -  ing      all        the       day ; 
In       the     leaf    -    y       shade, 


^^=±M^m 


p    » 


ii 


w 


*=* 


Find  -  ing     hon  -  ey        ev  -  'ry  -  where,       Stor  -  ing       it         a  -  way. 
Seek  -  ing     out      the        treas    -     ures  The    dear  Lord  hath  made. 

Ch.  Ser.  B,  page  11  for  review  drill. 
Ex.  176. 


I 


:^3=i 


4     ^?» 


St 


m 


3^5 


i 


3=J       j-f^ 


~st 


Ex.  177. 


t=fc 


1 


o-a 


^3^a 


Ex   178. 


i§^=^ 


=F=^= 


^ 


1 — i— ii 


' 


Come,  ye  thank-  f ul    peo  -  pie,  come,    Sing     a     song     of    har  -  vest  home. 


I 


Ex.  179. 

4 i?r 


^^ 


J 


£2 


1 


(5 


:x4 


' 


±=*i 


3 


-s>- 


0 


60 


Ch.  Ser.  B,  page  2,  Ex.  3  ;  page  11  for  review  drill. 

Ex.  180. 


ife^^^i 


*-*-# 


ii 


la,    ti,    do. 


Ex.  181. 


gfe^ 


i — t 


S 


IS*: 


Hum,         hum,         hum,  Hear      the       bus    -    y         bee; 


Si 


=fc 


:-J I- 


E=5 


Mz="Jt 


«        ■> 


^ — r 


-* — *- 


-* — *- 


-<s>- 


^ 


Hum,  hum,    hum,  hum,  hum,  hum,    hum,    Sings   he     mer  -   ri    -    ly. 


Ex.  182. 


^m 


:i 


-4* ^ 

:p=i:: 


3 


H 


^=F 


-^ 


3 


Nev  -    er     mind    the      rain,  For      sun  -  shine  comes    a  -   gain. 

Ex.  183. 


*= 


^5 


*— g: 


■~t£ 


i — r 


I*=3Pt 


3 


LUJ'lJ   ^   J^i^ijrT^HJ 


Ex.  184. 


SPE? 


s- 


II 


fe3=t=fc 


*=£ 


i^esee^ 


-P-—=^f- 


=r=±t 


-0——^ 


::± 


rt 


p£ 


II 


Ch.  Ser.  B,  page  1,  Ex.  4  ;  page  12  for  review  drill. 
Ex.  185. 


61 


3 


m^^mt^^ 


Do,        re,       mi,        fa      -      o  do, 

Note  the  new  meter  signature  |.     Accent  the  first  and  fourth  beats. 

Ex.  186.  Ex.  187. 


^^sn^s^^^ns 


Ex.  188. 


Ex.  189. 


-*-« 


'~JES 


p    i 


ll L_ 


#-»-* 


i   r.  r 


—i — i — i — -H 


Ex.  190. 


i 


=t 


mm 


r3=3=* 


a_*    * 


* •- 


Puss  -  y     plays    the  whole  day  long,       And      at  night  she  purrs    a    song. 


Ex.  191. 


mzi 


ESEi 


J — *:z=JzzJ     d   \  + g^* 


-jH 0- f* 


t?=t 


Puss  -  y      plays  the  whole  day  long,      And     at  night  she  purrs   a  song. 


Ex.  192. 


^^ 


tz: 


I^PE 


r&=m&^^m^ 


II 
ll 


62 


Ch.  Ser.  B,  page  12. 
Ex.  193. 


i^s^si^^ili^i^i 


Ex.  194. 


Ex.  195. 


— Q >^*V ^"^""^5  -. ^^^B . — ,. — y ysa, . MHB 

^forg   *-*^>— J— j=j=  J  J  i  !*   — ^1-  --W-^-f-P-t^-  ^£=2 


3—1=^ 


Ij 


SPRING   SONG. 


hi 


§£*-£  ll     It 


1.  The    snow       is     dis    -    ap  -  pear 

2.  The     gen   -   tie   rain         is      bring 
J*. 


ftirtrt-Tl 


ing     from  moun  -  tain,  field,    and 
ing         a     greet  -  ing     to         the 


=fc 


m 


m 


5E* 


J.  U    J  * 


— I 1 ^— 

*     *   :? 


J. 


i      P 


Bzfi 


m 


3 


i 


te 


SB     * 


plain ;       And  spring  with  promise  cheer-ing  brings  all  bright  flow'rs  a-gain. 
trees,         And  mer  -  ry  birds  are  sing  -  ing      a   song  up  -  on     the    breeze. 


iHi 


mm* 


^ 


7-$*: 


Vocal  Drill. 


EM=B 


¥hhH-z3=£=e-*  H^f^EE* 


:f=t 


= 


miff 


63 


I 


The  vocal  drills  may  be  taken  from  various  pitches,  but  when  the  range 
of  the  drill  includes  a  full  octave,  as  does  the  above,  the  teacher  should 
not  start  with  a  pitch  higher  than  that  given  in  the  printed  exercise.       * 

Vocal  drills  should  be  taken  with  the  syllables  Do,  Re,  Mi,  etc.,  and 
with  vowels  as  a,  o,  oo. 

Oral  Dictation.      (See  paragraphs  14,  15.) 
1  2 


II 


II 


3?: 


-&- 


3? 


-&' 


I 


-J21 


-G>- 


-<?- 


i 


i 


i 


e 


ii 


_e: 


a — tt-&    &    "    -B- 


-z? — &- 


Written  Dictation.      (See  paragraph  16.) 
3  4 


iPp^SH^lp^^Sgipa 


« 


■$£&±m&&0^^^L 


10 


11 


12 


13 


j^^^im^=u^gxixB 


Before  taking  the  octave  the  location  of  the  two  Do's  should  be  found 
by  the  pupils. 


64 


$ 


Ch.  Ser.  B,  page  12,  Ex.  4. 

Ex.  196. 


^ 


22: 


ipg^^si 


SEP*? 

*      »   -   * 


Do,    ti,    la,    sol     -     o  -  do, 


Ex.  197. 


Ex.  198. 


j^j^jpajlisi^B^i 


Ex.  199. 


rfWSffm 


1 


Ex.  201. 

4 


3" 


pa^ 


Jt» 


T^-»- 


4=3: 


■^-#- 


^jB&Egfl 


Ex.  202. 


B^^H!^ 


er=P=B3: 


IPs^I 


3=:t* 


^Q 


Ex.  203. 


g^^gii^: 


£=£=* 


M=t 


**>■ 


^£=s 


^H 


Do,  ti,    la    -     o     -     do. 


Ex.  204.  Ex.  205. 


te^ps^fi8S^^|tesi 


65 


THE   FLOWER   GIRLS. 


Emma  Mundella/ 


^^m 


4 


s>-r- 


E 


EEEE 


1.  "Ros  -  es  and      lil  -  ies !"  the     flow'r    girls  cry.      "One      for  .a 

2.  Ros  -  es  and      lil  -  ies,    what     do        you  bring?    Bring     to        us 

3.  News     to  the    flow'r  girls,  that      now      are  gone         All      the  cold, 

4.  So       we  will   each     for      one      pen   -   ny  buy  Ros   -   es        or 


■fir- d — i — i   i   i       q=F-i      |— i — r    h— M — i — i— q 


pen  -  ny,      be  pleased 
here      at       the     close 
dull   days  when     no 
lil  -  ies    which  now 


to  buy ! "        Ros  -   es       and     lil   -    ies      all 

of  spring  ?  News     of     bright  sun  -  shine  and 

sun  shone,  Days     that  were  long      to     them, 

they  cry.  Flow  -  ers      will  make-  our  homes 


II 


P=P 


c?  • 


£ 


:p 


P 


tt=F 


± 


fresh    and  white,  Pluck'd    in       the  dew      of      the  morn  -  ing     bright. 

gar  -  dens     gay,  Where  love  -  ly  flow  -  ers  grow  day         by       day. 

drear   and      sad,  No  flow'rs    to  com  -  fort   them,  make    them    glad. 

gay     and  bright,  Pence  will     the  flow  -  er     girls'  lot       make    light. 


Ex.  206. 


5^ 


^ 


mm^^m^ 


—4 — iSt 


<S>-r- 


i 


Ex.  207. 


S 


i 


=*= — *- 


~pz: 


^bd^afl 


Ex.  208. 


Ex.  209. 


66 


Ch.  Ser.  B,  page  5  for  review  drill. 


LITTLE   WHITE    LILY. 


George  MacDonald. 


:3^3     J — ^        m 

d h- 

=1 d- 

1 *— 

— I H 1 

-<£)  4     * 

-s> « — 

~*           * ■* 

:d 

y=d-^L_ 

1.  Lit  -  tie  white  lil 

2.  Lit  -  tie  white  lil 

3.  Lit  -  tie  white  lil 

4.  Lit  -  tie  white  lil 


y  Sat      by        a       stone, 

y  Said,  "It         is      good; 

y  Droop  -  eth     with    pain, 

y  Smells    ver  -  y      sweet; 


Droop  -  ing  and 
Lit  -   tie  white 

Wait  -  ing  and 
On      her     head 


i 


^ 


=t* 


J 


=t 


^3 


£ 


wait  -  ing  Till    the  sun 

lil  -  y's   Clothing  and 

wait  -  ing  For    the  wet 

sun  -  shine, Rain   at  her 


shone.    Lit  -  tie  white  lil 
food."    Lit  -  tie  white  lil 


y     Sun-shine  has  fed  ; 
y  Dressed  like  a  bride  ! 


rain.     Lit-  tie  white  lil    -    y     Hold -eth   her  cup; 
feet.  Thanks  to    the    sun-shine, Thanks  to    the  rain, 


67 


Ch.  Ser.  B,  page  10. 


Ex.  214 


Do        -        la,  ti,  do. 


THE  LEAVES  HAVE  A  PARTY. 


g 


t 


s 


3 


*=E 


^Z=Z*I 


a 


1.  No  -  vem  -  ber      gave      a       par     -    ty;     The  leaves    by     hun  -  dreds 

2.  The  Chest  -  nuts    came     in       yel    -     low,  The    Oaks    in     crim  -   son 

3.  Then    in       the       rust  -  y       hoi    -    lows,    At      hide-and-seek     they 


g 


trzt*. 


£^£ 


^ 


came, — The  Chest  -  nuts,  Oaks,  and     Ma  -  pies,  And  leaves  of      ev  -   'ry 
dressed,  The  love    -  ly      Miss  -  es      Ma  -    pie      In     scar  -  let  looked  their 
played;    The    par  -    ty     closed  at      sun  -  down,  And    ev  -  'ry  -  bod  -  y 


y^n-^z^=| 


t 


VJZL 


^ 


name.     The     sun  -  shine  spread  a         car  -  pet,     And     ev  -  'ry  -  thing  was 
best.       All     bal  -  anced     to     their    part  -  ners,    And  gay  -  ly      flut-  tered 
stayed.  Pro  -  fes  -    so*  Wind  played  loud   -  er,    They  flew     a   -  long    the 


i 


I 


&=d=^3 


5: 


F 


grand  ;  Miss  Weather   led    the     dan  -  cing ;  Pro  -  fes  -  sor  Wind,  the  band. 

by;     The  sight  was  like     a        rain  -  bow  New  -  fall  -  en  from  the  sky. 

ground ;  And  there  the  par  -  ty       end  -  ed    In  "  hands  a  -  cross,  all  round.1' 


Ex.  215. 


i 


i 


*s4 


S^ 


-<s>- 


4 


:^i=JEE3 


-<s>- 


68 


Ch.  Ser.  B,  page  11. 


Ex.  216 


6 


^21 


K 


F=d=t: 


P 


^ 


Do,  re 


do, 


Ex.  217. 


Ex.  218. 


Ex.  219. 


Ex.  220. 


B 


E 


m 


':. 


mim 


srn 


$zm^^m^$*^£m^& 


BESIDE   THE    SEA. 


Robert  Louis  Stevenson. 


fi=^ 


=1 


d 


:i 


i 


E3 


3 


1.  When         I  was      down  be     -     side  the         sea,  A 

2.  My       holes         were      emp     -     ty  like  a  cup, —       In 


4 I 


32: 


-e>- 


2P 


wood    -    en      spoon       they     gave         to  me 

ev     -     'ry        hole         the       sea         came        up, 


To         dig  the 

Till  it  could 


a 


-(S-*- 


1 


£2: 


^si 


sand    -     y         shore, 
come        no       more, 


To      dig         the     sand    -    y         shore. 
Till       it         could  come       no        more. 


PART  III. 

For  the  order  of  the  lesson  and  full  directions  see  pages  21,  22,  9-20. 
The  vocal  drills  and  dictation  exercises  given  in  the  Part  II.  should  be  taken 
as  review  month  by  month  with  this  work.  Additional  oral  tonal  dictations 
are  given  with  each  section  of  the  third  year  work.  The  written  dictations, 
tonal  and  rhythmic,  may  be  selected  from  the  simpler  sight  reading  exercises. 

The  order  of  the  lesson  and  the  chart  work  should  be  faithfully 
adhered  to. 

Chart  C  presents  elements  for  ear  and  eye  training  which  are  not  fully 
developed  in  the  exercises  and  songs  of  this  book ;  that  is,  the  book  is  made 
up  of  such  material  as  should  be  read  freely  and  with  pleasure,  while  the 
ear  and  eye  are  being  prepared  for  what  is  to  come  later  in  the  course. 
Thus  we  secure  the  child's  interest  and  pleasure,  and  avoid  contact  with 
that  which  would  be  too  severe  for  free  and  enjoyable  exercise. 

Chart  Series  C  should  be  followed  page  by  page  to  the  end ;  begin- 
ning with  September  two  pages  should  be  mastered  each  month.  But  the 
exercises  in  this  book  call  for  special  drills,  and  these  are  indicated  by  chart 
references  in  connection  with  the  lessons  in  which  the  drill  will  be  applied. 

The  thought  contained  in  these  exercises  and  songs  is  similar  to  what 
precedes;  but  it  is  more  developed  here.  The  exercises  should  be  sung 
fluently.     Sing  as  soon  as  possible  with  a  neutral  syllable  ( loo  or  la). 

Frequent  practice  should  be  given  in  repeating  an  exercise  without 
looking  at  its  representation. 

This  trains  the  memory  both  in  sound  and  in  representation. 


Ch.  Ser.  C,  page  1. 
Ex.  221. 


%i 


3 


1 


izr- 


2=t 


"Gr 


-«=?- 


Ex.  222. 


i 


=}=rd 


"<= 


II 


2 


ifczt: 


2=: 


t=t 


kJ 


(69) 


70 


The  Evenly  Divided  Beat. 


Young  pupils  tend  to  give  a  beat  to  each  tone.  To  correct  this,  re- 
quire them  to  hold  the  finger  down  while  they  sing  two  tones,  then  raise  it 
slightly  and  quickly,  and  put  it  down  again,  and  sing  the  second  two  while 
the  finger  is  held  still. 

Experience  seems  to  show  that  children  learn  more  easily  if  downward 
'beats  alone  are  counted ;  thus,  a  two-part  measure  may  be  indicated  by 
down,  up  ;  but  down,  down,  is  more  effective,  especially  if  a  slight  sound  is 
made  by  the  finger  on  the  top  of  the  desk. 


Ch.  Ser.  C,  p.  4. 
Ex.  223. 


i 


II 


2 


3=  =3 


J     U*U 


4 -m- 


'- 


:£=:* 


?=--*=* 


-* — ^ 


Ex.  224. 


g)4u  r 


m 


■aat 


:*-+ 


gpS^i^fcH 


sipiiii^s^fei] 


Ex.  226. 


*2 
5H 


m 


s§=§ 


p     0-0- -J 


«=e 


3£$m 


»^s 


Bx.  22T. 


fe^S^g^g§^g^$l^ 


Ex.  228. 


m 


*ti 


w+- 


37r.jatljnj 


S 


^J  Ml 


Ch.  Ser.  C,  page  4. 
Ex.  229. 


m 


-*■ — •- 


3^P 


71 


^g^S^^^I 


Ex.  230. 


i 


2 


33S=f 


' 


• — w 


Ex.  231. 


t 


T=t 


# *- 


II 


z*=<L 


*=*=$ 


T2L 


-G>  \-& 


Ex.  232. 


i 


Sa 


1 


2 


Q 


=  =  '1 ^ 


4^^^ 


* — *-*- 


Ex.  233. 


□Egm 


3 


[ 


Effi3 


* 


ffi^ 


£ *- 


S 


A  CHILD'S   PRAYER. 


Joseph  Haydn. 


^^m 


i 


m 


& 


1.  (rod  of       mer  -  cy,    God     of      love, 

2.  Young  and   err-ing     chil-dren     we, 


Lis  -  ten   from  Thy  throne  a  -  bove ; 
All  our    needs  are  known  to   Thee ; 


i 


^ 


IS 


*Z±=*I 


^S3=g 


-3rd 


-«>- 


Hear,  oh,      hear  our     low  -  ly       cry      Guide  our   steps  and     be  Thou  nigh 
Let     us        ev  -  er    hear  Thy    voice,      In     Thy  coun  -  sel  still    re  -  joice. 


72 


Chromatics. 


A  chromatic  is  frequently  introduced  between  four  and  five  of  the 
scale.  This  tone  is  called  Fi  (fee),  or  sharp  four  (jj4).  It  is  easily  sung 
from  Sol,  or  five. 

i 


#=^ 


Sol,     fi,     sol, 

Sol,  Fi,  Sol  in  one  key  is  identical  in  sound  with  Do,  Ti,  Do  in  an- 
other, so  that  we  can  use  Do,  Ti,  Do  while  learning  Sol,  Fi,  Sol,  thus:  — 


£ 


32: 


-&- 


-<s>- 


*= 


<z>- 


I 


Do,    .ti,      do.  Sol,    fi,      sol. 

Sing  Do,  Ti,  Do,  and  then  Sol,  Fi,  Sol,  on  the  same  pitches,  and  the  chro- 
matic is  soon  learned. 


Ch.  Ser.  C,  page  6. 


22: 


1 


Ex.  234 


Ex.  235. 


MB=i=^^S=i 


22: 


-&- 


Do, 


sol 


do,     ti,     do. 


Sol,      fi,     sol. 


Ch.  Ser.  C,  Page  6,  Ex.  1. 
Ex.  236. 


Ex.  237. 


iSiifip^Sp 


■j 


H^l 


Ex.  238. 


3^ 


ppipfl 


m 


i 


fcZBt 


Ex.  239. 


Ex.  240. 


Si 


W*^ 


3 


#=± 


i*±*=z± 


mi 


#* 


i 


A  sharp  placed  before  a  note  as  in  Ex.  235,  is  called  an  accidental.    It  affects  the  pitch  of 
the  degree  of  the  staff  on  which  it  occurs,  but  its  effect  does  not  extend  beyond  the  next  bar. 


73 


Ch.  Ser.  C,  page  5. 
Ex.  241. 


I 


%=?- *— =P 


mm&=m=3= 


Ex.  242. 


t=F 


Ex.  243. 


^^^^M 


I 


Ex.  244. 


§PP§H 


3 


#£ 


J.  G.  Whittier. 


I 


THE   CORN   SONG. 


^=± 


4 


#* 


S 


3.    We 


bet 


ter 


love 


the 


har 


hitrh 


3^H 


the 


ap     -     pie 
rutr     -   <red 


gold 
from 
vales 


en 
the 
be 


corn !  No 
pine,  The 
stow,      To 


rich 
or    - 
cheer 


dy 


sift 


15 

er  gift 

ange  from 

us  when 


1.  Heap 

high 

the 

farm    - 

er's 

win     - 

try 

hoard ! 

Heap 

2.     Let 

oth     - 

er 

lands, 

ex 

-     ult 

-     ing, 

glean 

The. 

Our 


gi^ 


=d 


has 
its 
the 


. 


eE 


J 


Au 

-    tumn 

poured 

From 

out 

her 

lav 

-     ish 

gloss 

V 

green , 

The 

olus 

-     ter 

from 

the 

storm 

shall 

drift 

Our 

liar     - 

vest 

fields 

with 

i 


* — l  _^_ 


horn  ! 


74 


THE   HUNTSMAN. 


Quickly. 


Folk  melody. 
Arr.  by  J.  Brahms. 


! 


i 


^^ 


:£= 


r- 


Q= 


t: 


5,1 


1 .  The  huntsman  seeks  the  for  -   est,  And  tracks  his  prey  with  watchful    mien  ;  With 

2.  My  dog    is     ev  -  er     by  my  side,  As  thro1  the  for  -  est  glades  I        fare  ;     My 

-H — ' — j—^-j   |     '     '      i-t-T^T"^     !-, -Rr-j       -^ 


S^fe 


:w=m 


:£=£: 


H 


dog    and   gun   he's  nev  -  er   done,  With  dog  and   gun  he's  nev  -  er   done  With 
heart     is      gay,    I     seek     my  prey,  My   heart  is     gay,     I    seek  my    prey, And 


i 


J 


J 
3 


gl^lp^^ 


roam  -  ing, with    roam  -  ing, With  roam -ing    thro1  the     for  -    est     green, 
keen  -  ly,,  and     keen    -  ly    My    eyes    are    rov  -  ing      ev  -   'ry  -  where. 


- — « * — *    i — ° — ^ — j — ^~ 


I 


:fc±* 


i=g 


fe3 


:t=*: 


Ex 


J§eS 


Ch.  Ser.  C,  page  5,  Ex.  6  and  7. 
Ex.  245. 


# 


75 


1 


=t 


3 


:*=*: 


«    '    * 


-<s>- 


Ex.  246. 


I 


33 


B^— TZtfEE^ 


3 


s>4  I 


s 1 — ^^ 


3 


-s»- 


i 


WHEN   THE   CHILDREN   FALL   ASLEEP. 

Amalie  Fklthensal. 


2 


^ 


P*E£ 


1.  When   the      chil  -  dren    fall       a  -  sleep,  Stars    are     wak  -  ing  bright  -   ly; 

2.  When  each  bough  and     leaf-  let   gleams     In      the      star  -  ry     splen  -    dor, 

3.  Sleep,  then,  sleep,  my      lit  -    tie    child!  Sweet -est   dreams  come  nigh      thee! 


& 


^^ 


^ 


3 


3=*: 


6 


^ 


I! 


*^ 


t 


Down-wards  then,  their  watch    to     keep,      An  -  gels    flut  -  ter     light   -    ly. 
An  -  gels    come   and    bring    us    dreams,  Oh,     so      fair     and      ten    -    der ! 
Shut  thine  eyes      in    slum  -  ber    mild;     God      is     watch -ing      by         thee! 


K      -K       -1 


Pi 


:* — r 


76 


Ch.  Ser.  C,  page  4. 


Ex.  247. 


i^nfe; 


»  * 


Do,    re 
Ex.  248. 


do, 


SSg=sgp|ii 


^^Si*0 


ffi~^^9^«J=j=j'*'*:t=i  • 


HIDE   AND    SEEK. 


* 


Lively. 


d^ 


rftc 


m 


^=FP 


Jt*=e 


3E 


4=k: 


1.  Hush,     O     hush !  and    o'er     the  ground    Si  -  lent  -  ly    come  glid   -   ing; 

2.  Hush  !  you   must    not  speak  or      stir,      Or   you'll  be      be  -  tray  -  ing ; 


& 


=fc 


In         a  -  mong    the     trees   I've  found    Just    the     place   for       hid  -  ing. 
Was     that      Ma  -   ry  ?  Watch  for     her ;    Near     us       she      is        stray-  ing. 


F^t. 


8 


m£ 


:=£: 


Crouch  be  -   low     the    swing  -  ing  bough,  Push    a    -    side     the     bram  -  ble ; 
Hark!  I'm    sure      I      heard      a       cry;     Did    they  aught   dis  -   cov    -   er? 


fe^^ 


^ 


-fr & (E 


^=9- 


I 


&£ 


There!   be  -  fore   they     find     us       now,    Far     and     wide  they'll  ram  -  ble. 
No,      a       bee    came   hum-ming     by,  Through  the     pur  -  pie       clo  -  ver. 


77 


Ch.  Ser.  C,  page  8,  Ex.  1. 
Ex.  250. 


Cs 


iiii^^^i^^=ppgl^ 


Do,      re  -  e  -  o    -     do, 
Ex.  251. 


3^3^S 


t=^ 


SI 


§ 


-+ — ■*■ 


•gg      m 


^^ 


Ex.  252. 


S|^i^^^^p&^iS! 


Ex.  253. 


B 


4 


E: 


J 


Bt=^ 


^=*: 


Ex.  254. 


#5^-^PpP^lS 


*-* 


=  -3=*==*=?=F 


3=± 


1 


Oral  Dictation. 

2  3 


i 


<5> c- 


II 


.a. — &. 


-9— a. 


II 


-a — -s? — fi — «<- 


fl 


^ 


m 


8 


II 


-<g— gr 


I 


-«. S<- 


II 


10 


11 


I! 


9 

-J2Z 


-& zj <9- 


II 


12 


•^ 


II 


~&=-&—<U- 


-9 a. 


I 


78 


Ch.  Ser.  C,  page  6. 


Ex.  255. 


i 


'ZP 


-<s>- 


flls 


n — 0 


3 


8 


Do,     re     -      o     -     do, 


Ex.  256. 


i 


fc 


«3 


p-p=s^ 


£eE£E^E^ 


S=S=S 


g  *  * 


^s 


Ex.  257. 


n=n=ff 


S 


i^ii^-J-I^^Sg^ 


— 1 1 1 1 v 


Si 


gE*=a= 


— i — ( — i — t 


-I — -J- 


-*—- *- 


^ 


1:1 


Emma  MundelIjA. 


u 


JOURNEYING. 


P9 


=t 


^g 


^ 


t- 


tsfc 

1.  Riv  -  er,     flow     gay    -    ly      Down   to      the     sea, 

2.  I     would   see      cit    -    ies        Ru  -  ined    and     old, 


In      my    boat 
Pal  -   a  -    ces, 


te=s 


-± 


i 


:  ' 


:t=: 


4=t 


I      1     1 


£ 


take     me     The     great  world   to       see ;   .   .     Riv  -   er,    flow    gay    -    ly 
tern  -  pies  Whose  tales    have  been    told,  .   .    Rare  flow'rs  and  palm  groves, 


i 


<^—*r 


=t 


^^ 


I 


S>- 


Down   to     the     sea,  In      my  boat  take  me  The  great  world  to    see. 

Home  of   birds  bright, Where  there's  no  win  -ter  And    no  winds  that  blight. 


fe 


Ch.  Ser.  C,  page  7,  Ex.  1,  2,  3  and  4. 
Ex.  258. 


32: 


=:4: 


Do,       ti,      la    -    a    • 

Ch   Ser.  C,  page  8,  Ex.  1. 
Ex.  260. 


o  -    do,        ti,        do. 


Ex.  259. 


fiS^ 


Sol,     fi,       sol. 


wm^m^^m 


79 


:1— * 


I 


Ex.  261. 


Ei§4£=^^rJ 


Atj-+-|: 


3=!=*: 


^S 


^=*= 


I 


Jank  Taylor. 


^H 


THE  VIOLET. 


3 


fc=4 


1.  Down    in  a 

2.  And  yet  it 
8.  Yet  there  it 
4.  Then    let  me 


green  and     shad 

was  a       love 

was  con  -  tent 

to 


fcst 


y  '  bed,  A  mod  -  est 
ly  flow'r,  Its  col  -  ors 
to      bloom,      In       mod    -    est 


the       val    -     ley         go,      This       pret  -     ty 


bright     . 
tints 
flow     -  e 


let  grew ; 

and  fair ! 

ar  -  rayed, 

to  see, 


Its 

It 
And 
That 


stalk 
might 
there 
I 


was  bent,  ■ 

have  graced 

dif  -     fused 

may  al 


S 


t*==fc 


1 


tzsfc 


s 


o 


tip: 


-—&-*- 


it 
a 

its 
so 


hung 

its 

head, 

As 

irrr 

to 

hide 

from 

view. 

ros     - 

y 

bow'r 

In     - 

stead 

of 

hid     - 

ing 

there. 

sweet 

per 

-  fume 

With 

-   in  .   . 

the 

si 

lent 

shade. 

learn 

to 

grow 

In 

sweet 

hu   - 

mil     - 

i     - 

ty- 

1 


30 


Ch.  Ser.  C,  pages  6  and  7. 
Ex.  262 


m 


'*!i£^SI 


E=SSg 


=F 


B3 


t=f- 


*-*- 


S=P^ 


^^Sp1*-* 


t=n 


^^iSli^p^ 


*=± 


33^ 


<^— 


li 


p 


Ex.  263. 


^^ 


=1 


aa^j: 


§ 


■«=r 


i 


Ex.  264. 


rfl 


Ex.  265. 


|ra3i3^E3 


=t 


3=* 


y,UiJJ|JJjT7jJll 


MAY   SONG. 


*=£ 


— h—- 1— q 


=t 


S 


*=P 


1.  Dew-drops  hang  from  leaf  and  stem,    Each  one  glist-'ning    like      a     gem; 

2.  Rose    in    bud     and    bloom  of    May,      All,  dear  child, are  yours    to-day; 


II 


$=*= 


=t 


3 


^-J* — i 

* — 0 — s>- 


Car  -  ols     ech   -  o  through  the  air,        O  -  ver,arch  -  ing     skies  are    fair. 
Ten  -  der  -  ly    strew    fra-grant  flow'rs  In    the  shin  -  ing     morn-ing  hours. 


81 


Ch.  Ser.  C,  Page  7,  Ex.  6. 
Ex.  266. 


srpi 


=t 


-+ 


1 
I 


t^t^e 


BE 


^=^ 


:f= 


fa 


Et=± 


ffid-H 


bz: 


Ex.  267. 


m^zm 


-&- 


^ 


■JZL 


ZSZZHI 


£§=-: 


3 


ts>- 


H— L---J _j )S,_LC^ s>. 


=t=± 


■«»-  -cr  ■««- 


Ex.  268. 


=t 


II 


E 


$3=3 


=t 


4z=at 


:sL 


Ex.  269. 


S^^S^^^B^S^i 


1^^^^1^3^i=^^^3ii^=[l 


Ex.  270. 


W^f 


E^^±=mr  =rF: 


llH3l^^=H 


.1 


*«■? 


G? 


H3=3==3= 


82 


IT   CAME   UPON   THE    MIDNIGHT    CLEAR. 


„  Softly  and  slowly. 


Traditional  Aib. 


^Sj 


t=F- 


5=P=q 


Sb 


1.  It         came    up  -  on       the     mid-night  clear,  That     glo  -  rious 

2.  Still  through  the    clo  -   ven   skies  they  come, With  peace  -  ful 

3.  Yet     with     the    woes    of        sin     and   strife  The  world    has 

4.  O       Prince    of    Peace,  Thouknow-est     well  This    wea  -  ry 


song    of 
wings  un  - 
suf  -  fered 
world  be  - 


fe=s 


P^£l 


1 


BE3 


-*=? 


i 


J 


-1 -g 


Q  „■ 


w 


i {-- 


old, 

furled, 

long; 

low; 


i 


From     an    -   gels  bend  -   ing  near      the 

And     still      their  heav'n  -  ly  mu   -    sic 

Be   -  neath      the  an    -    gel  strain  have 

Thou      se    -    est  how       men  climb      the 


earth,  To 

floats  O'er 

rolled  Two 

way.  With 


=t 


3=F 


33i 


i 


i 


-&T- 


touch     their 
all  the 

thou  -  sand 
pain    -   ful 


harps 
wea 
years 


of 
of 


steps      and 


gold; 
world ; 
wrong ; 

slow; 


Peace       on 

A    -  bove 

And  men, 

Oh,  still 


the 
its 
at 
the 


earth,  good 

sad  and 

war  with 

jar   -  ring 


m 


£ 


ri 


will          to  men,  From  heavVs  all  -    gra  -   cious 

low     -     ly  plains  They      bend  on  heav'n  -  ly 

men,       hear  not       The     words  of  peace      they 

sounds       of  earth,  That      round  the  path  -   way 


King."  The 

wing,  And 

bring :  Oh, 

ring,  And 


83 


world     in  sol   -  emn  still  -  ness    lay        To  hear   the  an  -  gels  sing. 

ev  -  er  o'er      its      Ba    -  bel  sounds  The  bless  -ed  an  -  gels  sing, 

lis  -  ten  now,      ye     men       of     strife,  And  hear   the  an  -  gels  sing, 

bid     the  toil   -    er      rest       a  -  while,  To  hear  the  an  -  gels  sing. 


i 


^3 


=t 


gg^^? 


it 


■-&■ 


li 


HOLLY. 


2=^^=J= 


1.  Now     'tis      mer  -  ry    Christ  -  mas,        And     the      hoi  -  ly       bright, 

2.  Crown    for      mer  -  ry    Christ  -  mas      Weave  with    gen  -  tie        care 


t 


P 


t 


=r — f— frc 


Hang  -  ing      in       the      win    -    dows,      Fills     us     with      de  -  light. 
From    the  leaves    so       har    -    dy      Dressed  with  ber  -  ties      rare. 


g^£ 


^=^jB 


Dain  -   ty       lit    -    tie       ber 
Sing      the    praise     of       hoi 


ries,      Shin  -  ing,     red       and     round, 
ly»        Sign      of      hope     and      lovt, 


a 


3 


II 


W 


You      are      ver  -    y        wel 
Bright     at        ev   -  'ry       sea 


•w — ^t 


S 


=t 


come       When  snow's  on      the    ground, 
son,         Sent      by     God       a  -    bove. 


fi    This  sign  means  that  there  are  four  beats  to  a  measure. 


84 


PAT-A-CAKE. 


Ch.  Ser.  C,  page  13.  Ex.  4. 
± 


p^^^m^=m^m 


&    *—i 


Pat  -    a  -    cake,  pat   -  a  -   cake,   bak  -  er's    man.  So         I       will, 


m 


fe==^ 


E# 


s 


^— v- 


£e£ee£ 


:V 


.*=*=* 


feEE£ 


mas  -  ter,     as     fast       as       I      can ;  Pat       it       and      prick    it        and 


iH=£tt-*- 


s 


i^=* 


1 


r — f—-^~—d 


:*=£ 


mark  with  a        T,       And  put     in     the      ov  -  en    for  Tom-my  and    me. 


Ex.  271. 


EE 


t= 


-* — ^ 


^ 


1 


3    I*    f 


-* — *: 


P=^ 


I 


S=±& 


* — *■ 


Ex.  272. 


Ex.  373. 


ill^fe^iapii^^fl^i 


3=^ 


=t 


^a 


s 


fcg 


t 


^nFF 


1 


THE    DAY    IS   BRIGHT   AND    SUNNY. 


85 


3 


A.  J.  FOXWBLL. 

Merrily. 


C.  A.  Kern. 


u 


£ 


*m 


i 


± 


*M^*M 


p 


~4=3t 


I 


I 


The       day       is 
From  fields     of 


bright  and 
scent  -  ed 


sun 
clo 


ver 


The 
The 


air       is     sweet  and 
larks    ex   -  ult  -  ing 


3.  What  though    a       pass  -  ing      show     -    er     Should      mar     thy      joy 


et 


4 


Ej^z 


*= 


$M 


t=* 


± 


I 


^=3 


m 


^ 


% 


clear,       The    bees  are  seek- ing 
spring ; 


c 


hon 


To     each  de  -  light-ed      rov 


"        5        *        S       f 
ey  From  flow  -  'rets     far     and    near, 
er  Their  spar-  kling  notes    they  fling. 


while ;     The    sun     re  -turns  in     pow  -  er,  And  heav'n    a  -    gain   will    smile. 


£ 


*=? 


:l 


=fc 


^ 


Ex.  274. 


6 


W^- 


m 


r 


e^s 


^ 


33E 


is* 


II 


Ex.  275. 


^iS^i|if^ip§l^pjil^p 


Do  -  a    •     la,  ti,  do. 
Ex.  276. 


i^t 


F 


^i^g^^^^g 


Ex.  277. 


^^^^^^m 


s 


^=i 


Ex.  278. 


i^l^I^E^i^l=igSJ^=I 


Oral  Dictation. 


i 


ii 


i 


pztNzzp: 


-g — ^ — s>~     —&     & 


-Z?— <&— z?- 


I 


-g> g? g- 


'Z? — fi* 2?" 


II 


^       ■&- 


■&—7Q- 


& <9- 


II 


M 


-& s> — ■-■ — g 


II 


H=H=i 


10 


^?— ^-zj— g 


I 


11 


12 


13 


II 


g — H — g>     ^     "g- 


-<g— zr 


I 


-<s> g      g- 


-g  -g- 


II 


87 


Ch.  Ser.  C,  page  8. 


Ex.  279. 


mm 


S^3j£^^^±^^1pH 


Ex.  281. 


=& 


4^    s  ^^z+^S=^^r^^--*-+^v+—^—\-i^^\z+^n 


Ex.  282. 


Ex.  283. 


^g^^^g^^^j^^gffil 


A   SONG   OF   AUTUMN. 


i 


Lively. 


^-^-JHd"-^ 


=£ 


a&s 


2 


3«^ 


1.  Hal  -  lo !    fling  wide   your  doors    to       me.    And  heark  -  en      all    who 

2.  I     climb   the  trees      at     morn  -  ing   hours,  'Tis      al  -  ways  Au-turan's 

3.  Hur-rah!  how  blithe   the     ech  -  oes     ring      In   wood -lands  green  and 

4.  You    know  me  well — the      Au  -  tumn   gay,     At     rest      I       ne'er    can 


^sii^i 


1PB 


o7 


:*=*T 


r- 

will !  I  come,  the  Au-tumn  blithe  and  free,  With  joy  your  breasts  to  fill, 
way!  Ripe  ap- pies  fall  in  heav-y  show'rs,  And  pears  as  sweet  as  they, 
still,  Where  thro'  the  branch-es  leap  and  spring  The  squirrels  at  their  will. 
be,        Hal  -  lo!    hal  -  lo  !  they  call     a  -  way, And  blithe-ly   fol  -  low    me! 


88 


AN   EARLY    COWSLIP. 


Mrs.  Alexander. 
Quickly. 


Lady  Arthur  Hill. 


2=£: 


m 


*l=2t 


i 


=t 


4> 


1.  "Get  up,  lit  -  tie    Ma  -  ry,"Har-ry  called  to     me;      '»  Come  and  see    the 

2.  So      I    got   up     ear  -  ly,    Ere   the   dew  was    dry;  All     the  lawn  was 

3.  But   no  fair-  y      fig  -  ure   Fled  be-  fore  the    sun.  Cow-slips  sure  are 


3 


J     -m — M — m h j- 


s 


fi^P 


►=4: 
mf 


T. 


& 


gl 


;> 


r=r 


, 


*=sc 


£3= 


t? 


*=qv 


S 


£=K 


fair  -  y  'Neath  the  row  -  an  tree, 
pearl  -  y,  Ros  -  y  all  the  sky, 
big   -  ger;     Here    is     on  -  ly       one: 


Sweet  -  er      lit  -  tie       fel   -  low 
And      a     gold-en       glo   -    ry 
It    has    cap   of        yel  -  low ; 


§3§S^ 


Nev  -  er  have  you  seen;        He  has  cap  of    yel -low;  He    has  gown  of  green." 
Set    the  leaves  a  -  glow  Of  the  ash  tree  hoar-y,Touched  the  grass  be-low. 

It     has  gown  of    green;      Ah,  yousil-ly    fel- low,  This  is  what  you  mean. 


Ilplll 


^r 


i 


i 


V 


D 


Se&£ 


GOD   OUR   FATHER   LOVES   US   WELL. 


89 


Franz  Mair. 

Slow  and 

peaceful 

y,D 

| 

1 

I               i 

y  u/i 

- 

f(\V   \)\  i        J 

m 

*                 j 

m 

m 

(z) 

X-J                       9 

1.     God 

our 

Fa   - 

ther 

loves 

us 

well, 

All 

His 

2.  Earth 

-  iy 

sor  - 

rows 

will 

be     - 

fall  — 

Cares 

and 

3.    Yes! 

and 

that 

we 

may 

not 

share 

Tri    ■ 

:ils 

4.  Great 

and 

glo  - 

rious, 

kind 

and 

just, 

Shall 

we 

5.    Yes! 

f)     h 

we 

will 

in 

Him 

con     - 

fide, 

He 

shall 

Vi  ™ 

1 

/L  b   hi/1 

1     '                        ■ 

1                  '              ■ 

irhp  "  "  y 

-' 

g| 

i 

1 

1 

1 

m 

m J 

— J 

1 

•d 

1 — & 

* — 

1 

I 


e 


$1*     7. 


f 


acts       of        mer   -    cy         tell; 
chan  -  ges      come       to  all ; 

more    than        we       can         bear, 


All  His  deal  -  ings  speak  to 
By  His  won  -  der*  -  work  -  ing 
He    •  will       ev    -    er      near        us 


not      His     good  -  ness      trust  ?    While     His        fa  -   vors      we         re  - 
o'er      our  thoughts  pre   -    side ;        Full      re    -     li   -    ance      He      must 


feg 


fejzrj=£ 


y 


u-<s>- 


£2: 


II 


ft 


man 

skill, 
stand, 
ceive, 
claim — 


^m 


Of 

These 
Shield 
Shall 
This 


a 

are 
ing 
we 
we 


wise 

turned 

us 

not 


and 

to 

with 

His 


ren    -    der 


gra  ■ 

bless 

might 

word 

to 


ClOUS 

ings 

■   y 

be 
His 


i 


plan! 
still, 
hand, 
lieve  ? 
name! 


II 


90 


Ch.  Ser.  C,  page  9. 


Ex.  284. 


Ex.  285. 


j^j^^^^^^^fej^=t 


Do       -        re,    do. 


Do,      ti,      do. 


Sol,     fi,     sol. 


Ex.  286. 


£^e5£Mee£^ 


3^5 


I 


-g*       rJ- 


Ex.  287. 


:2 


g 


^ 


^^ 


=  :c2 


CJ2Z 


-^— c<- 


Ex.  288. 


I 


#=^=j: 


:st 


^=tjs>: 


^2: 


122: 


-^- 


Ex.  289. 


fh — t 


'£2 


l^5i 


$s>— s*- 


:z2i 


tb 


Se*=e 


^ 


=t=* 


^E=^^^ 


I 


I=*=± 


«> i-S> 2^* l-iS* 


Ex.  290. 


'S^as 


t=*t=t 


> — *- 


*=» 


fess 


^ 


8 


H7-f=*^ 


-J 


91 


Slowly. 


MY  FATHER,   HEAR   MY    PRAYER. 

C  Hutchinson  Lewis. 


±E *— j 


d=t 


St 


d 


-<&- 


£=£ 


3* 


1.  My      Fa  -  ther,  hear     ray  prayer,  Be  -  fore        I        go       to 

2.  For  -  give     me      all       my     sin,  That       I       may  sleep   this 

3.  Lord,  help    me      ev    -    'ry     day  To     love  Thee  more  and 

4.  Then   look    up  -  on       me,  Lord,  Ere      I        lie    down    to 

J I 


¥B\ 


m 


=t 


i 


=~E 


••Sf- 


-j       Y&- 


t 


m 


i 


i=± 


jjij 


teg± 


-r 


s 


SE 


jja^fe 


1 


g>  . 


rest;  It  is     Thy  lit  -  tie  child,  Who  com-eth    to    be  blessed, 

night  In  safe  -  ty  and    in  peace    Un  -  til    the  morn-ing  light, 

more,  To  strive  to  do    Thy  will,      To  wor-  ship  and    a  -  dore. 

rest ;  It  is     Thy  lit  -  tie  child,  Who  com  -  eth    to    be  blessed. 


feN 


-J 


!l 


BE 


ia 


-m — m — w- 


e»- 


* 
r 


i 


i—4 


i=Pi 


<^ 


si 


92 


Ch.  Ser.  C,  page  9,  Ex.  5. 
Ex.  291. 


S^ 


1—1— L&=£ 


i 


"S3EEEB. 


S^ 


Ffrf=T 


-* 0- 


J 


*        * 


SI 


tzzaL 


Ex.  292. 


fP^I 


^5 


HI 


te: 


^=g^^j 


II 


3= 


r   i    r 


» — ■>- 


Ex.  293. 


t=i 


=t 


^: 


IJ 


£E 


4 


4—* 


S 


£=£=•= 


EC 


2^§§S^H 


-fS1-?- 


II 


Ex.  294. 


r^H^F ♦ ^ d- 


3 — H 1 


t=d=d 


.0. — 0. — p. 

r  r  r 


EH 


=t 


SI 


3 


:=1=H 


s,_s_ 


=1=1 


93 


THE   SHADES   OF   NIGHT   ARE    FALLING. 


F.  Garth. 


i 


Slotoly. 


Effi 


^ 


=t 


1.  The    shades    of     night    are       fall     -    ing     O'er    moor    and  wood -land 

2.  Earth's  tribes    in     myr  -  iad       num   -    bers,    By       gath- 'ring  gloom    be - 

3.  The      stars,    in       sof-tened    splen  -    dor,    Shed    forth      a        ra  -  diance 


1 


I 


EE 


■jet 


&m 


wild ;       Its     calm     to     rest     is         call  -  ing ;  Then  sleep,  my  child !  then 

guiled,    Now     sink     in    peace-  ful        slum-  bers  ;  Then  sleep,  my   child !  then 

mild,     They   speak   in       ac  -  cents     ten   -   der ;  Then  sleep,  my   child !  then 


I 


3 


m 


3 


^ 


i 


s^ 


i 


EE 


0—     a,         ft 


F 


sleep,  my  child !  Then  sleep,   my  child  !    Then  sleep,     my         child  ! 


i 


=t 


ipp^fl 


94 


Ex.  295. 


*S 


^gj^3i 


Ex.  296. 


mm 


-  —m — -m   *  m  -j    -m — , — 


P=* 


^^Sl 


Ex.  297. 


m 


o    * 


F <S F1— H~ 


-<&>- 


f=E 


■&— *- 


i 


Ex.  298. 


=|— t 


4— z? — *->-« — » 


3^3 


=i= 


l^ 


—3- 


^feB 


S 


Ex.  299 


3=^ 


S^ 


4=F=f=a^ 


Z3t 


ifc: 


Ex.  300. 
fc 


» 


tz? — z± 


J  J  J-1J     i|J 


=1 


-^ *' 


=t* 


II 


Ex.  301. 


S3"= 


=t=£ 


^=pq; 


E=t 


^g^gEi 


te-3FI 

f=l= 


m 


Ch.  Ser.  C,  page  6,  Ex.  3  and  4. 
Ex.  302. 

K*i\    J      n    1—1—4       r3=q=q 


^    ^    « 


HPIS 


Ex.  303. 


gm^5 


+~d—+- 


?=g 


E~r— *— -E* — «  -w-r-BS — £z — -^H 


—J     v~- 


95 
Dictation. 

The  form  of  the  dictation  exercise  may  now  be  varied  in  the  following 
manner. 

The  teacher  may  give  the  pitch  C  and  ask  the  children  to  sing  the 
scale  down  from  this  pitch.  She  may  then  call  for  the  octave  down,  and 
the  children  should  respond  with 


^^m 


w 

Next  the  octave  up  may  be  called  for. 

Having  sung  the  scale  and  the  octave  from  C,  the  pitch  D  may  be 
given  and  the  scale  and  octave  from  this  pitch  called  for,  after  which  E 
may  be  taken  as  the  starting  point  and  the  same  course  pursued. 

Thus  the  terms  scale  and  octave  come  to  have  a  very  definite  meaning 
to  the  child,  and  he  will  soon  be  able  to  write  from  similar  dictation  any 
series  of  notes  which  the  teacher  calls  for,  affixing  the  proper  signature  in 
each  case. 

It  has  worked  well,  as  a  means  for  teaching  the  key  signatures,  to 
place  upon  the  board  in  a  convenient  position  all  of  the  common  signatures 
in  both  sharps  and  flats  together,  with  the  key  note  and  the  name  of  the 
key  indicated.     Thus  the  blackboard  would  bear  the  following, 


Key  of  C.    Key  of  G.       Key  of  D.      Key  of  A.  Key  of  E.       Key  of  F. 


and  so  on  up  to  the  key  of  Ab. 

By  constant  reference  to  these  the  children  become  expert  in  the  use 
of  signatures,  and  much  time  and  labor  are  saved. 

When  the  children  are  familiar  with  the  key  signatures  it  is  possible 
to  secure  the  correct  writing  of  scales,  octaves,  and  brief  tonal  successions 
from  direction.  Thus  "Write  the  scale  from  D,"  would  be  an  entirely 
clear  direction,  and  the  children  would  respond  by  placing  the  key  signa- 
ture correctly  before  writing  the  notes. 


96 


Ch.  Ser.  C.  page  10. 
Ex.  304. 


& 


is 


f    J    . J- 


fiE£f 


U        * 


II 


Ex.  305. 


^^^^^^ 


■=^  h* tar 


^ 


Ex.  306. 
-JLfe-4 —  ^—       — &       «- 

/Lb    «J      4         n          TN     "1           &  ■    *1 

r             h- 

i fc — 1 

i»      a     j     a       R  a 

-^_2 

(Cp     H — - — * — •      * N    H 

^  -d 

-  U — H — « — H — *--a- 

p 


p — bf- 


^s^^ie^^^^^i 


i 


Ex.  307. 


3 


8 


t=t 


^= 


ii 


Ex.  308. 


£ESE^ 


^=jp 


i 


^=p: 


II 


Ex.  309 

± 


Q-»-*-e: 


5^33 


^feE^^SjEg^^EJ 


£=* 


«— * 


3E 


:£=3 


:^=* 


I 


Sixteenth  Note,     q    Sixteenth  Kest. 


97 


Ex.  310. 


fe»^gESESEggyJ=JMs=g 


=g-_a-^=hrg=3=b»- "^tfz^zdg^.   _p. 


ii^l 


$ 


*=#^ 


zt 


^=t=fc 


tMz^nJ: 


V — i*- 


GYPSYING   IN  THE  WOODS. 


Lively. 


Amalie  Felthensal. 


^"S 


^ 


=JC 


J >-4 


m 


1.  We      all      are     bold    gyp  -  sies.    So       free    and  so 

2.  Be  -  neath    an      old      oak     tree    We       set      up  our 

3.  We    drink  from   the    stream-let  That's   flow  -  ing  so 

4.  Here's  cake,  and  some      ap  -  pies  !  Here's  chick- en,  and 

5.  What    fnn      to      be       gyp  -  sies,    Yes,    just     for  a 


gay!     And  we 
tent ;    And    in 
clear ;  But    our 
pie !    Our  kind 
day !    But  when 


live  with  -  in  the  green -wood,  Yes,  just  for  a 
games  and  mer  -  ry  sport  -  ing  Our  day  shall  be 
bas    -   kets     well    are       fur  -  nished    With       ver    -     y         good      cheer. 


day! 

spent. 


moth  -    cr     knows  that      hun  -  srv      We'll       be 


by 


and 


by 


night   comes     o'er     the    green-wood,     Then    home    we'll  a    -      way. 


fcfc 


mm 


t 


3: 


m 


p 


Ch.  Ser.  C,  page  10. 


Ex.  311. 


=£5 


^TP-^ 


B#t^^^M^fe&^i 


Do       -      re,  do. 
Ex.  312. 


6 


« 


*         1 


■#  »- 


-*»- K I 


4 


*=F 


is 


s 


i 


r 


II 


43 =1- 


is> *- 


Ex.  313. 

i — 0h?-o — i* h 1 

i— 1 — fe 1 h -. 

/    b    f'        V       *1          P*     *1       at       *1 

i             p     m           *i      r*   *1           1 

-4)P  4      * J-          *      n 

4_              ^_               * M 9 

9      r-i L—  v—^f   i   m-   i  T   i 


^i^P^Q 


PT-T 


I^fl 


3t 


-« — *: 


Ex.  314. 


fck 


£=-*— F 


t= 


-* » — *: 


-I 3 * =1 Ka ^ 


i 


^=w 


;^_ 


£^3 


^p1 


:p=t 


^=F# 


-- 


' 


I 


Ex.  315. 


nfr*^ 

«      - 

m 

m 

fT3                            1 

$b  i-f   - 

~~E=^fe 

— m — 

J 

— J — 

t— 

..|— 

S-*— ] 

tr —   — r 
-#d>^ 1- 

■■■■■■ L| 

1 1 

1 — 

rd n 

^-^ 

--»■ 

# 

« 

4 

1* 

¥ — 

==^-*^fl 

99 


SNOWFLAKES. 


Softly. 


Fbedebic  H.  Cowen. 


fe^gg^ 


3i=h: 


\ 


^=& 


=£c 


^ 


=fc 


1.  When -e'er    a   snow-flake  leaves  the  sky,     It    turns  and  turns    tosay,"Good- 

2.  And  when  a   snow-flake  finds   a    tree,  "Good day !"  it  says, "good day    to 


:fc^*^£ 


^ 


*£* 


*—*r 


=t 


^ 


jf-    »_fr 


^f 


=* 


-S3-" 


P 


- 


*— *- 


3=p 


f- 


# 


3^= 


=jt 


by,        Good  -  by,     dear  cloud,      so      cool  and     gray,      Good  -  by,     dear 
thee !      Thou    art      so      bare        and    lone  -  ly,     dear,      Thou   art        so 


5 


^=* 


3t 


S 


*&=*=& 


■P 


L 


p 


p* 


~r 


p  — 

-z 


^^^iL^=m 


** 


■s»- 


cloud,     so     cool  and  gray ! "         Then  light      ly     trav  -  els    on      its    way. 
bare       and  lone-ly,  dear,  I'll      rest      and    call   my  com-radeshere." 

/7\ 


& 


?=* 


,^wEwm 


m 


r-f 


p 


^^ 


i  w 


'*E?EE£ 


t=^t 


?>=* 


100 


Ch.  Ser.  C,  page  13. 
Ex.  316. 


ffl^^fe 


[pl^lllijl 


Ex.  317. 

Hrer- 


Do,  ti,    do,    te,     te,   ti,    do 
Ex.  318 


A-\z=^p 


F*F 


^ 


P 


La,  si,    la,    sol,  sol,  si,     la 


^ 


H5- 


Pi 


Ei2=*: 


^eeP 


5== 


E= 


jjfej^gg 


Ex.  320. 
fc 


s 


4 


J=T* 


^3ES 


i 


b 


fc=3 


::£=* 


EVENING. 


i 


i 


ft* 


S=F 


^^ 


± 


1.  When  the    stars     at     set       of     sun       Watch  you  from    on   high, 

2.  All      you     do       and  all     you     say,         He      can    see    and  hear; 

3.  All     your  joys     and  grief  s  He  knows  ;  Counts  each  fall  -  ing  tear; 


* 


4=fc 


-*-=»- 


fe3S 


::t 


M      u  - 


z-T-iW: 


-*— ^ 


When  the  morn -ing  has  be  -  gun,  Think  the  Lord  is  nigh. 
When  you  work  and  when  you  play,  Think  the  Lord  is  near. 
When     to   Him    you      tell     your  woes.     Know   the  Lord  will    hear. 


dt 


3^ 


±: 


I 


-| — s— =*■ 


When  the  morn  -  ing  has  be  -  gun,  Think  the  Lord  is  nigh. 
When  you  work  and  when  you  play,  Think  the  Lord  is  near. 
When     to   Him    you     tell    your  woes,    Know    the   Lord    will  hear. 


1U1 


A   BIRD'S   SONG. 


P     1    ~P=5= 


*=3= 


=Jt 


^ 


4     ^ 


1.  Tweet!  tweet!     tweet!    May    ev  -  'ry      hour     be      sweet!  Tweet!  tweet! 

2.  Tweet !  tweet !     tweet !    May    ev  -  'ry      hour     be      sweet !  Tweet !  tweet ! 


=*: 


m 


- 


± 


-* — ^ ^^ — — *- 

tweet!      May       ev  -  'ry      hour     be     sweet!        God         loves     us,  and 

tweet !      May       ev  -  'ry      hour     be     sweet !       Love  to        all  and 


Fj 


5 


V 


God  loves    you !  Let 

friend     -    ship     true!  Trust 


us        sing  and     praise       Him 

the       right  and,       du     -       ty 


i 


^ 


y- 


1*=^ 


^ 


-*        * 


too !  Tweet !     tweet !     tweet !      May      ev  -  'ry      hour     be     sweet ! 

do !  Tweet !     tweet !     tweet !      May      ev  -  'ry      hour     be     sweet ! 


Ex.  321. 


«=rf 


~$%:=* 


^±=fr 


1 


** 


— " 


=t 


J *- 


*=?=^=^* 


# +- 


Ex.  322. 


=J=t 


£ 


E=4: 


"1     * — q- 


-* <s» 


iH^i 


F=* 


*3C 


*=T 


-<■ — -<s> 


102 


Ch.  Ser.  C,  page  10,  Ex.  4 
Ex.  323. 

fa 


q^R 


1zr__jz-q=r-H: 


Pl^ 


-p-h5* 


ssm% 


V^TrJ  1^ 


Ex.  324. 


JlJ    L    I 


g^^Sgii 


1 — H— I — i 


S3 


bs*— <s>- 


II 


Ex.  325. 


,2 


Efe 


3: 


-S9 ^2 


5    r^s  -Tg~r^rrp^ 


H 


-<s>- 


EE^ 


^B 


-g" — ITdr 


PP3^3 


I 


g?     i   g^     gg- 


<5>    I -gy 


Ex.  326. 


g^^^p^^^^i&^^ 


<& — Ls>- 


Ex.  327. 

dfc 


^M^^rf^^^mm^ 


gzzzr^zLus. 


1=2- 


m 


Dictation. 

(1)  Write  the  scale  down  from  D.      (2)  Write  the  octave  down  from 
D.     (3)  Write  the  scale  up  from  D.  '  (4)  Write  the  octave  up  from  D. 
(5)  Take  the  same  exercise  from  Et>,  F,  and  G. 


103 


Ch.  Ser.  C,  page  13,  Ex.  6. 
Ex.  328.  Ex.  829.  Ex.  330.  Ex.  331. 


=221 


&£=&■ 


gy^=F=p 


Sol,  fi,    sol.  Do,  ti,    do. 


Ii< 


Sol,  fa,  mi. 


>E^ 


1 


Do,  te,    la. 


Ex.  332. 


£ — :d — r2 — 9<s *h — F2 — 1 1 1 1 1 — 


*=f 


£2=122=^: 


I  'I    1 


Ex   333. 


a 


'  2  r^ — ^ 


1 


pi  '     I  J£JE 


^2— fes^- 


gJ        gJ 


F^ 


t=tf 


Z2I 


Ex.  334. 


3 


^^i 


=£5=& 


1=1= 


Ex.  335. 


gi^^§p-^=y 


^ — ^- 


?=i^: 


-^— ^- 


?=: 


1=E 


1 


Ex.  336. 


*S 


tf= 


1= 


r 


?S-!- 


£3 


^ 


11 


& 


•* — «- 


i=pr 


f 


m 


:±=r=± 


m 


104 


Ch.  Ser.  C,  page  12. 


Ex.  337- 


a 


^=^ 


s 


fc 


?2= 


-t: 


J 


II 


Do,  re,  mi      -       o  do, 

Ex.  338. 


fe^^Sf^ 


:p=i=^ 


S 


^18 


Ex.  339. 


tnftl 


e 


f£gEj^g^^S5 


zz: 


Sfe 


A 


^^fr^^^^g 


i 


*=*=JTg 


Ex.  340. 


P=F 


^3 


B 


-*—*-* 


^B 


FIRE  STORIES. 


* 


&q/*%  rmd  slowly. 


Emma  Mundella. 


1 


w 


=c 


1.  Some    chil    -  dren  sat 

2.  Till      one  fair  boy 

3.  And      one  a  fair 

4.  And      one  a  half 

5.  But     when  the  turn 


round  the     fire 

with  a    bright 

-     y    -  like     cas 

hid  -  den     shel  - 

of  the   young 


—0—  Cj 

one  day, 

face  said, 

tie  sees, 

tered  lake, 

-  est  came, 


fe 


_L 


-4 1 — ■ 

P  legato. 


£= 


d 


=£ 


J"  ^ 


f?f 


--c? 


p  *-  T  ¥■ 


IjEEg 


:=t 


m 


105 


3 


F 


E 


Rest 

"Let 

Cir 

Round 

Sound 


ing       a  -  while 

us      be  -    fore 

cled  with    lawns 

which  higrh     hills 


from 

we 

and 

a 


rough 
groves 


er 

to 
of 

tress 
the 


play, 
bed 
trees, 
make 


And, 

Each 

All 

In 
They 

J 


I 


:± 


X~ 


-&- 


tell 
half 
some 
found 


ing 

the 
trans 
grand 
she'd 

4 


on  the 
sto  -  ry 
par  -  ent, 


red, 
of 
of 

sun  -  set's     rich 
been,      so 


glow 
what 

ros 
crim 

to 


■     "ig 
we 

y 

s'ning 
her 


mass, 

see 

hue,- 
glow, 

nest 


<? 


:t: 


i 


II 


Dream  -    i 
Drawn      in 
Home       to 
Wa    -    ter 
Car    -   ried 


iy 

the 
en 
and 
her 


let 
fire :" 

chant 
hills 
<ren 


^=j 


the 
they 
nient 
their 

tly, 


mo 
all 
sure 
beau 
still 


ments 
a 

iy 
ty 

at 


3 


pass, 
gree. 

due. 
show. 

rest. 


J 


m 


F=J: 


r 


s 


106 


Ch.  Ser.  C,  page  16 
Ex.  341. 


|^ 


-<s>- 


I 


-Jt±s±^t 


fEEB 


Ex.  342. 


i 


>3 


:+=W- 


^ 


:^-:±22 


£=£ 


zi 


Ex.  343. 


i 


i 


^ 


IS: 


Ex.  344. 


i 


II 


W  m    m 


m± 


p     #- 


* 


*— ■— ^- 


Ex.  345. 


J 


*3 


^3^ 


4. 


22 


Ex.  346. 


^tj.-^gi-j^i^^g 


IS 


i 


to^ 


* — •- 


Metric  Dictation. 


e 


&4 


3ZT 


a 


£=F 


-* — * 


4 


¥=2: 


-* •- 


s 


:^ 


107 


OVER  YONDER. 


Oentty. 

— % — 

r  n 

j—n 

K 1% 1 

1 

TTWh* P* 

— P — i 

— d    « 

_j — 

S p_ 

i 1 

1 

N h 

ffly>  iLi — J 

• 

{-Z— m 

$—g 

—t       £ 

— t 

W    *   r — 

> 

_^. — i 

u 

-x^r 

z  -F 

r  . 

r 

— s • ■ 

1.     0     - 

ver 

yon     - 

der, 

green  boughs 

un    - 

der, 

Lies         a 

2.  Soft    - 

iy 

stray   - 

ing, 

soft    -    ly 

play  - 

ing, 

Through  the 

3.  Boughs 

de    - 

scend 

■   ing, 

low      are 

bend  - 

ing 

Round    the 

4.  Xear 

her 

treas    - 

ure, 

filled    with 

pleas 

-  ure, 

Sits        and 

5.  Bird    - 

ie 

nap     - 

Ping, 

m 

light  -  ly 

m 

flap    - 

Ping, 

Moves      his 

^Hr-8 ^r— 

I 

-I 

I 

1 

Wb-^ — * 

— 1 F 

=d 

-f- 

| 

-*• 

■J- 

m 


ffi^ 


# 


& 


m 


^z 


J^£ 


ba  -  by 
boughs  the 
lit  -  tie 
sings  the 
wings ;   for 


bird     at       rest;  Mov  -  ing 

breez-es       blow ;  Some  -  times  hith 
bird      a  -   sleep ;  Leaf     and     flow 

moth-er     there;  And    her      sing 

all      his   dreams,  While    thus     ly 


slight  -  ly, 


er, 
er 
ing 
ing, 


1/ 

stir  -  ring 
some-times 
make     its 
far        is 
are       of 


1 


Et 


f^^ 


I 


?'?- 


P^f 


I 


f- 

nest. 

fro. 

peep. 

air. 
beams 


light 
thith 

bow 
ring 

fly 


iy. 

er, 
er, 


mg, 


£ 


its 

Rock       the 
Where      the 


ins      Through     the 


feEEl 


warm 
bird 
sun 
qui 


Of       sweet      airs, 


and 

ie 

beams 

et 
and 


r^ 


co     -      zy 
to  and 


come 


* 


to 


ny 


s 


108 


Ch.  Ser.  C,  pages  12  and  14. 


Ex.  347. 


Do,    re,    mi 


do, 


Ex.  348. 


M 


m 


4 


■*-£-*- 


:tj 


^g^gg^jg±5j^ 


Ex.  349. 


i 


» 


pt 


^=^- 


fe^^Ef^ 


r 


1] 


4_ 


*  o 


Uj— U 


Ex.  350. 


g 


II 


P3=3=yq 


S=F 


CE 


II 


^S 


«=*: 


Ex.  351. 


i* 


P* 


P^EEi^S^^ 


e 


a 


■*-#■ 


g^ME^Jj 


Ex.  352. 


*fc 


P^ 


^ 


I 


-» — ?^- 


« — # 


-* — * — «* 


Ex.  353. 

Ufa 


#H 


P=£^§t*±=z±t= 


^P^ 


=B 


3 


II 


A.     B,     C,  TurabledownD.     The  cat's  in  the  cupboard  and  can't  see  me. 


109 


LITTLE   THINGS. 


L2 


Slowly  and  softly. 


Eossetteb  G.  Cole. 


zif—o _ mm 


1.  Lit  -  tie  drops  of  wa  -  ter,       Lit  -  tie  grains  of  sand, 

2.  So  our  lit  -  tie   er  -  rors    Lead  the  soul    a  -  way 


&2 


!bfc 


I 


V 


r  r 


r* 


r 


i 


>  U  *- 


Make  the  mighty   o 
From  the  paths  of  vir 


;§gsi^ 


^ 


LeJ 


Zj^ML 


=£=* 


r 


cean  And  the  beauteous  land.     And  the  lit-tle  moments, 
tue,  Oft   in   sin   to  stray.  Little  deeds  of  kindness, 


2  *  -JS3:-*-** 


fe=c2: 


— i * m- 


S^S 


|3fld§ 


Ilum-ble  tho1  they  be,      Make  the  mighty  a  -  ges  Of    e  -  ter-ni  -  ty. 
Lit-  tie  words  of  love,  Make  our  earth  an  K-den  Like  the  heav'n  above. 


110 


Ch.  Ser.  C,  page  15. 

Ex.  354. 


&-&- 


F 


IPS 


-f= 


(S-2- 


Ex.  355. 


f-g 


#=> 


:?=: 


-<s^- 


[I 


Do,     ti 
Ex.  356. 


do,      ti,      re,     do. 


Sol,     fi,     la,     sol. 


m 


:3 


#=* 


?2=^I 


^ 


-<S>— 


-ar-&- 


7SZL 


^^ 


^i 


Ex.  357. 


fc 


2z^i 


±=t 


m 


=f=2= 


-<©— 


3S2Z 


-c*- 


II 


Ex.  358. 


Ufa 


pp 


1^ 


=«=Rsn 


U 


gp^r^^ 


•f=2-fS- 


za 


-S> — <s>- 


— -<s- 


J=p=B=f 


SING  A   SONG  OF   SIXPENCE. 


NUBBERY  KlIYME 


mm 


S 


£ 


i 


1.  Sing      a       song      of        six     -      pence,    A         bag  full      of 

2.  The     king   was      in        the  count  -  ing-house,  Count-ing    out      his 
. — .       X 


r>  0   0 


^ 


Jk m _t- 


Et 


s 


■<s — 0- 


p 


rye ;  Four  and  twen-ty   black-birds   Baked       in       a       pie. 

mon  -  ey ;  The  queen  was   in    the    par  -  lor,    Eat  -  ing  bread  and  hon  -  ey  ;  The 


S 


Efc 


* 


t- 


f: 


K 


0*d 


When   the      pie     was       o   -   pen VI,  The   birds   be  -  gan      to       sing; 
maid   was      in       the      gar  -   den,  Hang  -  ing     out    the  clothes ;  There 


a^Ei 


J 


"^R22 


I 


t 


fcz*: 


^=p=F 


t= 


Was     not    that      a       dain  -  ty     dish       To      set     be  -  fore       the     king  ? 
came    a       lit   -    tie      black  -    bird,     And    snipped  off         her     nose. 


Ill 


Ex.  359. 


feg^gg 


» 


5E£ 


*= 


I 


I 


Do,  re,    mi,    fa       -         -       do, 
Ex.  360. 


g 


3 


s4-J— i 


P_4  *   r 


FPx 


m 


t=t=t 


?=*■ 


=t 


=?=*: 


4=* 


Ex.  361. 


g 


li 


$#=t 


J 


X— P-J-X- 


g^cgg 


^-*- 


^-J-Lg^- 


Ex.  362. 


^=4 


SI 


SseS 


-J      !X 


*=* 


^=at 


Ex.  363. 


-W^ 


2 


\=-JUl*^=i 


BE  3 


S^ 


-^    t 


P==?=^ 


gsaii 


I      nev  -  er      see    the     ris  -  ing  sun ;  'Tis  up     be  -  fore  my  sleep  is   done. 


Ex.  364. 


a 


1=I=F=4 


m 


*-+ 


*=2=± 


jt=*zz& 


:e 


Ex.  365. 


feg^ 


=fc=fc 


ys     P 


£===£ 


St 


-c- 


:s2; 


112 


THE   BEE. 


^^ES|^ 


Amalie  Felthensai*. 

— i 


1.  The      bee  works  with  a     heart-y      will,  And   so    we  should  en-ileav- or,  Al  - 

2.  And     hear  the  birds  ;they  sing  their  song  As  soon  as  morn  comes  peeping :  So 
8.  With   cheer-ful  zeal  we   work  a  -  way, For  then  our  tasks  grow  lighter ;  And 


e|^^^^^^^^ 


i 


r> 


II 


though  we  are  but  chil  -  dren  still,  To  be  as  bus  -  y  ev  -  er. 
chil  -  dren  should  not  lin  -  ger  long;Day  was  not  made  for  sleep  -  ing. 
if  we      la  -  bor      hard    all      day,  Our  play-time  seems  the  bright  -  er. 


Ch.  Ser.  C,  page  11. 
Ex.  366. 


g 


?s 


3# 


ia 


Do,  fa 


do, 

Ex.  369. 


i 


is: 


~s_ 


Ex.  367. 


Ex.  368. 


a, 


teas 


.4 


».^  jg> 


^2=^: 


=fc 


s 


fi, 

Ex.  370 


■^ 


g^g 


is: 


Do,  re,  mi 


d9, 


Ex.  371. 


Ex.  372. 


tejjEgg^i 


^ 


^=ZS£ 


3 


0—&- 


10M 


Pf 


-c^- 


L<s>— ^ 


II 


Ex.  373. 


*£ 


*W=^ 


2-^ — sfc 


:s: 


:s2_ 


~c_ 


1 


113 


THE    NORTH    WIND    DOTH    BLOW. 


Nursery  Rhyme. 


1.  The   north  wind  doth    blow,  and 
'2.  The    south  wind  doth     blow,    the 


=3=5^3 


^ 


-=1 — 


"^ra-^r 


E 


-# —  -0 *- 


S£ 


we       shall     have     snow,      And      what      will      poor       Rob   -   in 
snow      will       all         go,         Pray     what      will        the        Rob    -    in 


gf^f: 


st 


do 
do 


9F 


I 


:*=£: 


3S 


then,     poor  thing?  He'll    sit     in     the    barn      and     keep  him  -  self  warm.  And 
then,     poor  thing  ?  He'll    hop  from  the    barn,     all       hap  -  py     and  warm,   And 

A 


^ 


=3= 


P 


p 


i 


* 


3c=R 


^ 


&£=£ 


It 


— t* — «* — ■-■ 


tuck  his  head  un  -  der    his  wing,  poor  thing, 
sing   a    gladwel-come  to  spring.sweet  thing. 


m 


¥ 


— " 


pis 


4- 


I 


114 


Ch.  Ser.  C,  pages  12  and  14. 
Ex.  374. 


Do,  re,  mi  -     do. 


Ex.  375. 


m 


^f^ 


s   i       N- 


=*= 


tel 


I 


£=* 


*— =t- 


Ex.  376. 


3=* 


£ 


^ 


gl^ 


U=> 


^ J— q— *- 


SE33 


at* 


*-* 


# — ^ 


Ex.  377. 


'mJ=^4^^^-d^-j  l~^^i 


*     X 


iff 


:* 


^ 


pEpPI 


Ex.  378. 


*S 


m? 


* — ». 


:#* 


3 


£ 


I 


*l 


^pi^ 


feft==:#: 


-<s>- 


:*=*: 


Ch.  Ser.  C,  page  17. 
Ex.  379.  Ex.  380 


115 


Ex.  381.  Ex.  382. 


23* 


I 


Sol,  fi,     sol. 
Ex.  384. 


Do,  ti,    do- 


Mi,  ri,    mi. 


Ex.  385. 


BfeaiSto 


Sol,  fa,  mi. 
Ex.  386. 


Do,  te,   la. 


&  ^ 


33 


i^ 


S=p: 


II 


D"3  ^  iig 


St 


gEfc=f2=ia 


t=F 


35 


Ex.  387. 


II 


"^^^ 


f=t= 


:s2: 


p=^:=i«=^2: 


-«g — ^ 


!l& 


Ex.  388. 


II 


£§=^ 


£— fS-feg-fg 


* 


z?~fcg g? 


*=* 


S2: 


Ex.  389. 


jg^^^p^g^^P^SJ 


One,two,three,four,fiVe,        I  caught  a  hare  a  -    live,  Six.sev'njeight.nine, 


jlg^^fefe^ 


•"-    * 


3 


$ 
0 


ten,  I      let    it      go    a  -  gain, a  -  gain,  I      let    it      go  a   -  gain. 

Ex.  390. 


2-tJ 


=22_fe- 


:c2: 


:22= 


r-^r— n: 


^=—-- 


2=fc 


53- 


&=E 


^3T  !^E^ 


■g-J-g^ 


-&-\r&- 


-w 


116 


Ch.  Ser.  C,  page  20,  Ex.  4,  6  and  6. 
Ex.  391. 


Do,       sol        -       -       do, 


i 


Do,       sol 
Ex.  392.     J*  J*  =  J 


*_ 


3s=*=fa 


E 


*-*- 


Ex.  393.     ^J^^-J. 


^ 


R=^=Jt=^ 


=£=*: 


SI 


3t=S 


?=* 


Ex.  394. 


fa^ 


J 


PqF* 


S 


ji    (*- 


£=* 


fcfcr 


*=* 


Ex.  395. 


-N->- 


& 


a 


s 


jg — *- 


=*==*- 


-dC 


lTT" 


-*-v- 


-*=^ 


dle,r 


J 


3- 


Hey  did  -  die  did  -  die,  the  cat  and  the  fid  -  die, The  cow  jumped  o-ver    the 


m 

^5= 

* 

-*- 

0- 

— * 

-4 

-£= 

— 0- 

4 

-*- 

m 

moon,  The      lit  -tie     dog  laughed  to        see       the  sport,    and    the 


I 


.i 


qN 


^E£££j%^a 


p 


^ 


I5---P2 


EE£ 


dish  ran    a  -  way  with  the  spoon,*        The  dish  ran    a  -  way  with  the  spoon. 
Ex    396. 


ife^fi 


■*-* 


—  f  j       -g-^-F]  — ^     i^+  — ■» — - 


#^SffPEJg3l£3E 


--*-*- 


Ch.  Ser.  C,  page  6,  Ex.  6  and  7 
Ex.  397. 


117 


■Sh-r 


0      »       !■     =£ 

f  i  r  i 


?=c 


-*H 


II 


*y 


Bg 


i=]=d=t 


-* — *- 


*=:=* 


-JtzuL 


gg=F=9 


r=nd 


Ex.  398. 


I»=3 


j ri 


S 


a: 


I 


ii3=i 


TM 


z± 


* — *- 


■+ — *- 


f=j==F 


31 


LITTLE   DROP   OF   DEW. 


Moderately,  softly.- 


you    are ; 
blue   skv; 


<S— 


i 


«.* 


1.  Lit -tie  drop    of     dew, 

2.  Star  that   fell    one  night 


F=F 


»       r» 


t= 


Like    a    gem  you    are ; 
From  the   deep  blue  sky ; 


» 


B^S 


=1 


i 


±S: 


-* — w 


-* — *- 


of     dew, 
one  night 


fe 


softly. 


~+-=W- 


£^ 


-s^-1- 


F 


r 


"j 


II 


I        be  -  lieve  that     you 
Can     you   take  your   flight 


- — Lgy  . 
Must  have  been  a  star. 
Home   a    -  gain      on     high  ? 


fci 


zt 


d- 


, 


II 


U 


that     you 
vour   flight 


X 


J 


<S>-r 


118 


Ex.  399. 


3=^3 


m 


j 


^ 


£ '   CJ-u-EP 


#  p 


*—- « 


J=±F=t 


i 


*&& 


m 


*"jr^ 


^~r  i~f 


^^a^^ai 


Ex.400. 

-^= — 

P— 

_<■. 

=^=4= 

=3= 

-Fl 

-=1= 
=3=r 

— i — 

rl 

h  r-rT 

— 1 — 

_l —   ^_ 

— •■ — 

-<s> 

^_&|z^_ 

-j — J 

-* 

1 — 

^J 

=*-z=*E 

-fcWr- 

■+- 

-H 

Ex.  401. 


_e 


1 


fF^ 


Ex.  402. 


Ex.  403. 


tel 


m 


*       J 


^m&^m 


119 

Songs  and  their  Use. 

The  songs  which  appear  in  this  book  in  connection  witn  the  teaching 
are  such  as  are  within  the  pupil's  power  to  interpret  for  himself. 

The  difficulty  involved  in  making  such  a  selection  of  songs  will  appear 
at  once  when  it  is  considered  how  far  the  child's  power  to  interpret  symbols 
lags  behind  his  appreciation  of  tone  and  movement.  Songs  with  free  strong 
rhythms  and  varied  tone  coloring  are  desirable  as  rote  songs  and  serve  a 
very  definite  purpose  in  the  development  of  the  aesthetic  sense,  but  such 
songs  by  reason  of  their  notation  must  be  withheld  from  the  reading  mate- 
rial till  the  pupil  has  mastered  the  element  they  contain. 

Nothing  can  be  more  retarding  to  a  proper  development  than  to  allow 
the  learner  habitually  to  gaze  at  symbols  which  he  does  not  understand, 
while  he  sings  from  memory.  Unless  he  be  endowed  with  exceptional 
power  the  pupil  will  soon  become  impressed  with  one  or  both  of  two  erro- 
neous notions,  namely ;  either  that  the  notes  are  useless  or  that  they  form  a 
mystery  much  too  deep  for  him.  Those  who  have  attempted  to  teach  older 
children  who  have  been  thus  impressed  in  the  early  stages  of  the  work, 
know  how  difficult  it  is  to  overcome  this  false  impression,  and  to  convince 
the  pupil  that  the  notes  are  significant  and  that  he  can  learn  to  interpret 
them. 

When,  however,  the  systematic  development  of  power  has  progressed 
successfully  and  the  use  and  the  significance  of  the  notation  is  well  under- 
stood, slight  variations  and  advances  on  previous  teaching  may  be  made. 

In  the  concluding  songs  in  this  book  we  have  admitted  a  slightly  ad- 
vanced development  which  will  be  found  useful  as  a  stimulant  to  interest 
and  the  means  of  bringing  the  previous  effort  to  a  full  test. 

The  rhythms  here  presented  are  the  nearest  relatives  of  those  just 
studied,  and  the  chromatic  tones  are  old  friends  in  a  new  guise.  It  is,  there- 
fore, expected  that  these  songs  will  be  sung  with  but  very  slight  assistance 
from  the  teacher,  and  that  in  addition  to  these,  the  first  section  of  the  book 
will  become  available  for  sight  material,  and  will  receive  a  more  artistic  inter- 
pretation than  was  possible  when  the  singing  was  guided  by  memory  alone. 


120 


BUNNY    RABBIT. 


fe 


Lively. 


't£±At     *  M$. 


m 


Carl  Reinecke. 


1.  O       bun,      bun  -  ny      rab 

2.  O       bun,      bun  -  ny      rab 

3.  O       bun,      bun  -  ny      rab 


bit  white,  With  ne'er  a  word  to 
bit  white,  Your  eyes  are  red  of 
bit  white,    For     all     your      ru  -  by 


fe 


i=s 


=3 


m 


l 


/ 


Hi 


£ 


jg£ 


^3S§ 


% 


P^IS^S 


say,  Why  can't  you  sing  or  leap  and  spring  And  make  some  mer  -  ry 
hue,  And  what  a  pair  of  ears  you've  got!  They're  long  e  -  nough  for 
eyes,    And  long,  long  ears,     I    great-  ly    fear  You    are    not      o  -   ver 


:=T 


■$- 


3* 


r 


j- j 


^-*r 


t-J 


§fe 


£S*eeM 


H 


3*5: 


«■= 


*F 


^5-: 


I 


s=s 


£ 


at=5t 


II 


play 
two. 
wise 


?  O     bun,    bun  -  ny     rab  -  bit  white, With  ne'er  a     word    to 

O     bun,   bun  -  ny     rab  -  bit  white,  You've  ears  e  -  nough  for    two. 
,    O     bun,    bun  -  ny     rab  -  bit  white,  You   are   not       o  -  ver    wise. 


5 


S 


=t 


i 


I 


/ 


- 


121 


DOWN   BY   A   SHINING   WATER   WELL. 

Bobebt  Louis  Stevenson.  Newton  E.  Swift. 


$=*=*: 


«E= 


"■tutzafc 


^ 


1.  Down     by     a    shin-ing 

2.  The    heath  -  er    .     and    the 


m 


:±E± 


-+ V+ 


-0  *  ?-*-- 


n 


:t 


m 


& 


*=^ 


Se 


-h — Pa — Pl 


>— E — f* 


■> — h— ^ 


j^~i 


*=^ 


^£ 


wa  -  ter  well     I  found    a     ver  -  y      lit  -  tie    dell   No  high  -  er   than  my 
gorse    a  -  bout,  In   sum-mer  bloom  were  com-ing  out,  Some  pur  -  pie  and  some 


H 


£=E 


& 


SE 


=(t 


I—*- 


head, 
red, 


No     high  -  er     than    my     head. 
Some    pur  -  pie      and   some    red. 


I 


$ 


-': 


=1 


3 


f 


it 


% 


=&m&3. 


=q 


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122 


WRENS   AND   ROBINS. 


Christina  Roshetti. 


Mary  Carmichael. 


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LITTLE  MAY. 


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1.  Have  you  heard  the     wa  -  ters     sing-  ing,   Lit  -   tie     May,         Where  the 
3.    All     the   earth     is      full     of       mu  -  sic,    Lit  -   tie     May ;         Bird    and 


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wil-lows  green  are  leaning  O'er  their  way?Do  you  know  how  low  and  sweet.O'er  the 
bee,  and  wa  -  ter  sing-  ing  On  its    way.  Let  their  sil  -  ver  voi  -  ces  fall   On    thy 


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peb-bles  at  their  feet,  Are  the  words  the  waves  repeat.Night  and  day, Night  and  day? 
heart,  with  happy  call :  "Praise  the  Lord,  who  loveth  all, Night  and  day, Night  and  day." 


124 


AUTUMN. 


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H.  Kletke. 

Lively. 


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1.  Thou       taw       -  ny  Au      -  tumn,  lust 

2.  Through   all    .     .  the  coun      -     try  far    . 

3.  Though    bright     -  ly  still     .        the  sun 

4.  To         rus        -  set  change        the  wood 

5.  God        cares     .  for  all ;     .  He  stoops 


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beams   play,     The 

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bas    -    kets  filled     thou 

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air       grows  cool    -    er 

stand       so  si      -     lent 

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com'st     in    sight ;  Thou  heap  -   est    barn  and 

ev     -  'ry     side ;  Thou  fill     -     est     house  and 

ev     -  'ry     day ;    Be  -  neath     our    feet  the 

and  se  -  rene,    As      if     .      they  bade         a 

notes  of     fear;  And     though  the     days  grow 


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store  -  house  full  With 
hut  .  with  stores  Ere 
dead  leaves  lie  And 
long  good  -  bye,  And 
wild        and  rough,  His 


God's    rich  bless  -  ings  boun     -    ti    -  ful. 

hun  -  gry    Win  -  ter  nears      our    doors. 

rus    -  tie    low       and  mourn  -  ful  -   ly. 

ne'er  would  wake  'neath  spring  -  tide     sky. 

crea  -  tures    all      shall  have  e  -  nough. 


SING,    SING,   LILY   BELLS   RING. 


F.  J.  St.  John. 


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Sing,  sing,    lil   -  y   bells  ring !  The  blos-soms  are  com  -  ing     to      town 


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125 


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S.  F.  Smith. 


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AMERICA. 


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Henry  Caret  (?). 


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1.  My  coun-try!  'tis  of      thee,    Sweet  land     of  lib  -    er  -   ty, 

2.  My       na  -  tive  coun    -  try,    thee —  Land    of       the  no  -   ble     free— 

3.  Let       mu  -  sic  swell  the    breeze,    And    ring  from  all       the    trees, 

4.  Our      fa-  tilers'  God!  to      Thee,      Au  -  thor     of  lib  -   er  -  ty, 


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Of     thee      I       sing ;  Land  where  my  fa  -  thers  died !    Land   of      the 

Thy  name     I       love ;  I      love     thy  rocks    and   rills,     Thy  woods  and 

Sweet  free-dom's  song ;  Let    mor  -  tal  tongues    a  -  wake ;    Let    all     that 

To   Thee    we     sing;  Long  may    our  land       be  bright  With  free-dom1s 


Pil  -  grim's  pride  !  From  ev    -  'ry     moun  -  tain  side      Let       free  -  dom   ring. 

tern  -pled   hills;    My     heart  with     rap  -  ture  thrills  Like      that      a  -  bove. 

breathe  par- take  ;    Let      rocks  their      si  -  lence  break,  The     sound  pro  •  long. 

ho    -   ly    light ;    Pro  -  tect '  us          by     Thy  might,  Great  God,  our    King. 


126 


PRAISE   THE   LORD. 


Bishop  Richard  Mant. 


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Joseph  Haydn. 


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1.  Praise   the   Lord!  ye  heav'ns.a  -   dore  Him!  Praise  Him,  an -gels    in      the 

2.  Praise  the   Lord,  for  He      is       glo-rious ;  Nev  -  er    shall  His  prom-ise 


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height;  Sun     and  moon,re- joice   be  -  fore  Him  ;  Praise  Him,  all      ye  stars    of 
fail ;    God     hath  made  His  saints  vie  -  to  -  rious,  Sin    and  death  shall  not    pre  - 


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light!  Praise  the  Lord,  for   He  hath  spoken ;  Worlds  his  might-y    voice     o-beyed. 
vail.  Praise  the   God   of   oiir   sal -va-tion,  Hosts  on   high,  His  pow'r  pro-claim; 


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Laws  which  nev  -  er    shall  be   bro-ken,  For  -their   guid-anceHe    hath  made. 
Heav'n and  earth, and  all    ere- a -tion.Laud  and     mag-ni  -  fy     His   name. 


IE"DEX. 


Page.  Poet  or  Source.  Composer  or  Source. 

125   America .     .     ,     .     S.  F.  Smith Henry  Carey  (?) 

124  Autumn H,  Kletke 

112   Bee,  The Amalie  Felthensal 

68  Beside  the  Sea Robert  Louis  Stevenson 

8  Bird  Song,  A 

101   Bird's  Song,  A 

120  Bunny  Rabbit Carl  Beinecke 

59  Busy  Bee 

6  By-lo Nursery  Rhyme         

71   Child's  Prayer,  A Joseph  Haydn 

73  Corn  Song,  The J.  G.  Whittier     ...  

85   Day  is  Bright  and  Sunny,  The  .     .     A.  J.  Foxwell C.  A.  Kern 

84  Day's  Lessons,  The , 

37   Ding  Dong ! 

121  Down  by  a  Shining  Water  Well      .     Robert  Louis  Stevenson     .     .     .   Newton  E.  Swift 

88  Early  Cowslip,  An Mrs.  Alexander Lady  Arthur  Hill 

100   Evening 

6  Fairy  Bower 

104   Fire  Stories ,    Emma  Mundella 

65   Flower  Girls,  The Emma  Mundella 

7  Go  to  Sleep,  Dolly S.  L.  F 8.  L.  F. 

89  God  Our  Father  Loves  Us  Well Franz  Mair 

30  God's  Care      .     .     .x 

97   Gypsy ing  in  the  Woods Amalie  Fetthensax 

76   Hide  and  Seek 

83   Holly 

74  Huntsman,  The J.  Brahms 

53   I  Saw  a  Ship  a-Sailing 

82  It  Came  upon  the  Midnight  Clear  . Traditional  Air 

78   Journeying Emma  Mundella 

39   Ladybird 

47   Lambkin,  The 

67   Leaves  have  a  Party,  The 

117   Little  Drop  of  Dew 

123   Little  May o 

127 


128  INDEX. 

Page.  Poet  or  Source.  Composer  or  Source. 

109  Little  Things liossetter  G.  Cole 

66  Little  White  Lily George  MacDonald 

51  Marching Emma  Mundella Emma  Mundella 

80  May  Song 

40  Moon,  The 

57  Morning  Hymn Thomas  Parnell    . 

91    My  Father,  Hear  my  Prayer C.  Hutchinson  Lewis 

113   North  Wind  doth  Blow,  The      .     .     Nursery  Rhyme 

58  On  Foreign  Lands Robert  Louis  Stevenson 

30  On  the  Wing 

107   Over  Yonder 

84  Pat-a-Cake 

6  Pleasant  Things 

126  Praise  the  Lord Bishop  Richard  Mant Joseph  Haydn 

7  Pussy  Willows F.  J.  St.  John 

44  Puzzle  Song A.  Struth 

52  River  Song,  A Emma  Mundella 

31  Rule  to  Live  by,  A 

27  Sea  Song,  A 

5  September H.  H.  Jackson 

93  Shades  of  Night  are  Falling,  The F.  Garth 

26  Sing  a  Song 

110  Sing  a  Song  of  Sixpence  ....     Nursery  Rhyme 

124  Sing,  Sing,  Lily  Bells  Ring F.  J.  St.  John 

48  Sleep  Song 

99  Snowflakes Frederic  H.  Cowen 

87   Song  of  Autumn,  A ■ 

36   Song  of  Thanks,  A 

27  Song  of  Work,  A 

62  Spring  Song 

42  Story  of  Children,  A .* 

8  Swing,  The Robert  Louis  Stevenson 

45  Tailors  and  the  Snail,  The 

32  To  London  Town , • 

46  Top  Spinning 

79  Violet,  The Jane  Taylor 

75  When  the  Children  fall  Asleep^ Amalie  Felthensal 

33  Wind,  The " 

43  Wonderful  Man,  A  .... ' 

122  Wrens  and  Robins Christina  Rossetti Mary  Carmichael 


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